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दिल्ली दिश्िदिद्यालय UNIVERSITY OF DELHI
Bachelor of Science (Hons) Biological Science
(Effective from Academic Year 2019-20)
Biological Science Sri Venkateswara College
University of Delhi New Delhi-110021
Revised Syllabus as approved by
Academic Council Date: No:
Executive Council Date: No:
Applicable for students registered with Regular Colleges
List of Contents Page No.
Preamble
1. Introduction to Programme …….(e.g. Biological Sciences Department) 1
2. Learning Outcome-based Curriculum Framework in Programme
B.Sc. (Hons) Biological Science 1
2.1. Nature and Extent of the Programme in B.Sc. (Hons) Biological Science
2.2. Aims of Bachelor Degree Programme in B.Sc. (Hons) Biological Science
3. Graduate Attributes in B.Sc. (Hons) Biological Science 2
4. Qualification Descriptors for Graduates B.Sc. (Hons) Biological Science 3
5. Programme Learning Outcomes for in B.Sc. (Hons) Biological Science 4
6. Structure of in B.Sc. (Hons) Biological Science. 4
6.1. Credit Distribution for B.Sc. (Hons) Biological Science
6.2. Semester-wise Distribution of Courses.
7. Courses for Programme B.Sc. (Hons) Biological Science 9
PREAMBLE
The undergraduate level education in basic science as well as in applied science has to
be broad based. Well established disciplines like Physics, Chemistry, Mathematics, Botany,
Zoology, Geology and many others have long developed interfaces with each other so much
that areas like Chemical Physics, Biochemistry, Biophysics, Mathematical Biology or
Geophysics have themselves emerged as major disciplines. Conceptualization in each of the
above fundamental disciplines has made much of the information gathered meaningful.
Mechanisms underlying many biological phenomena have been discovered. These
mechanisms have been shown to transcend the boundaries between plant kingdom, animal
kingdom and the microbial world. As a matter of fact the new knowledge in Biology
essentially deals with developmental, genetic, environmental and molecular aspects. The
teaching of such a course that is truly interdisciplinary is best achieved through Choice-based
Credit System (CBCS) since it offers sound foundations in the form of Core Courses at the
same time allowing freedom to students to select discipline specific courses that augment the
understanding of the subject at various levels. This freedom is further extended by giving
students a choice in selecting the Generic Elective courses that broaden their learning
horizons and widen the scope for higher education and the employment avenues. The
Learning Outcome-based Curriculum Framework (LOCF) built into the CBCS mode offers
focus and purpose to the programme. The combination of LOCF and CBCS also allows for
lateral movement of students between institutes of higher learning offering another level of
flexibility. Education in the 21st century has undergone a paradigm shift, which necessitates
frequent updates in any curriculum to reflect the dynamic changes in knowledge outcome,
more so for biological sciences where advances are rapid and far-reaching. The revised
Choice-Based Credit System (CBCS) curriculum to be introduced in the academic session
2019-2020 conforms to Learning Outcome Based Curriculum Framework (LOCF) and aims
at imparting concept based learning with emphasis on skill development and research.
1
B.Sc. (Hons) Biological Science
1. Introduction
Biological Science is an inter-disciplinary science and relies on strong foundations of
Chemistry, Biophysics Biochemistry, Botany and Zoology. It aims to study the structure and
function of different constituent parts/biomolecules of living organisms and their complex
inter relationships to maintain and perpetuate various life forms. The scope of Biological
Science as an interdisciplinary subject is very broad. The Biological Science programme at
the undergraduate level has been envisioned in order to emphasize the importance of inter-
disciplinary nature underlying the study of all the aspects of structure and function of living
organisms. The programme has been envisioned and developed with the following ideas and features:
It tries to integrate the quantum of information from the interface areas of related
sciences.
It brings various biology related areas under a single umbrella of Biological Science
It provides a balanced emphasis to courses like Chemistry, Biophysics, Biodiversity,
Light and Life, Proteins and Enzymes, Cell Biology, Ecology, Systems Physiology,
Molecular biology, Metabolism and Integration, Growth and Reproduction, Genetics,
Defense Mechanisms and Evolutionary Biology.
It tries to remove in effect, artificial barriers among the existing sub-disciplines of
Biology like Botany and Zoology with an aim to study and understand Biology with a
holistic view.
It emphasizes the importance of living processes and phenomena rather than individual
life forms.
2. Learning Outcome-based Curriculum Framework in B.Sc. Hons. Biological
Sciences
The learning outcomes-based curriculum framework for a B. Sc (Honours) degree in
Biological Science is intended to provide a broad framework within which Biological Science
programme that responds to the needs of students and to the evolving nature of Biological
Science as a subject could be developed. Its objective is to enable students to acquire a skill
set that helps them to understand and appreciate the vast and fascinating world of living
organisms. The framework is expected to assist in the maintenance of the standard of
Biological Science programme across the country and to facilitate a periodic programme
review within a broad framework of agreed expected graduate attributes, qualification
descriptors, programme learning outcomes and course-level learning outcomes. The
framework, however, does not seek to bring about uniformity in syllabi for a programme of
study in Biological Science or in teaching-learning process and learning assessment
procedures. Instead, the framework is intended to allow for flexibility and innovation in
programme design and syllabi development, teaching-learning process, assessment of student
learning levels.
2.1 Nature and Extent of the B.Sc. (Honours) Programme in Biological Science
2
Biological Science essentially deals with the complexity of living organisms, the microscopic
and macroscopic structures within organisms that have specific functions and the
mechanisms for extracting and transforming energy from the environment. It also explains
how organisms exist in hormony with other organisms and how they adapt to their changing
environments and gradually evolve. The key areas of study within the disciplinary/subject
area of Biological Science comprise: Biodiversity, Light and Life, Proteins and Enzymes,
Cell Biology, Ecology, Systems physiology, Molecular biology, Metabolism, Growth and
Reproduction, Genetics, Defense mechanisms and Evolutionary Biology. The Honours
degree programme in Biological Science includes core courses in Chemistry and Biophysics
so as to provide a strong fundamental background for studying the complex nature of
biological interactions and regulatory framework operating in a cell. As a part of the efforts to
motivate the students of Biological Science programme to pursue research, the curricula for
the programme are designed to incorporate learning experiences that offer opportunities for in
depth study and hands-on laboratory experience.
2.2 Aims of the Programme
The overall objective of the Bachelors (Honours) Programme in Biological Science is
to enable students to learn and integrate knowledge in Biophysics and Chemistry and Biology
that is relevant to study and understand the complex biological processes and thus prepare
them for post-graduate education and careers in research, medicine and industry.
The program aims to:
Provide students with learning experiences that help instill deep interests in learning
Biological Science; to develop an understanding of the complex nature of biomolecules,
tissues and organs and their inter-relationship and inter-dependence.
Encourage students to study the structure and function of specific molecules and
pathways and their interactions and networking in biological systems with particular
emphasis on regulation of chemical reactions in living cells.
Encourage students to apply the knowledge and skills they have acquired to develop
solutions for various applications in medicine like developing vaccines and drugs.
Provide students with the knowledge and skill base that would enable them to undertake
further studies in Biological Science and related areas or in multidisciplinary areas that
involve Biological Science and help develop a range of generic skills that are relevant to
pursue research, self-employment and entrepreneurship.
3. Graduate Attributes in B.Sc. Hons. Biological Science
A graduate in the Biological Science programme is expected to demonstrate the following
attributes:
Disciplinary knowledge and skills: Capable of demonstrating (i) comprehensive
knowledge and understanding of major concepts, principles and experimental findings
in Biological Science and other related fields of study, including broader
3
interdisciplinary areas such as Microbiology, Biotechnology, Plant sciences,
Evolutionary Biology, Ecology and Environmental sciences (ii) ability to use modern
instrumentation/techniques for separation, purification and identification of biologically
important molecules.
Skilled communicator: Ability to convey complex technical information relating to
Biological Science in a clear and concise manner both in writing as well as orally.
Critical thinker and problem solver: Ability to employ critical thinking and efficient
problem solving skills in different areas related to Biological Science like Protein and
Nucleic Acid Chemistry, Cell Biology, Molecular Biology, Genetics, Microbiology,
Animal Behavior, Plant Physiology and Evolutionary Biology.
Sense of inquiry: Capability for raising relevant questions relating to basic
understanding and applications in the field of Biological Science and planning,
executing and reporting the results of an experiment or investigation.
Team player/worker: Capable of working effectively in diverse teams in both
classroom, laboratory as well as in field-based situations.
Digitally literate: Capable of using computers for simulation and computational work
and appropriate software for analysis of data, and employing modern library search
tools to locate, retrieve, and evaluate biology-related information.
Ethical awareness/reasoning: Avoiding unethical behavior such as fabrication,
falsification or misrepresentation of data or committing plagiarism, and sensitive
towards environmental and sustainability issues.
Lifelong learners: Capable of making conscious efforts to achieve self-paced and self-
directed learning aimed at personal development and for improving knowledge and
developing skill.
4. Qualification Descriptors for Graduates in B.Sc. Hons. Biological Science
The qualification descriptors for B.Sc. (Honours) programme in Biological Science
include the following:
A student should demonstrate (i) a comprehensive and coherent understanding of the
field of Biological Science, its applications and links to related disciplinary areas of
study; (ii) practical knowledge that enables different types of professions related to
Biological Science, including research and development, teaching, entrepreneurship as
well as industrial research abilities; (iii) skills in areas pertaining to current
developments in the academic field of study, including a critical understanding of the
latest developments in the field of Biological Science and an ability to use established
techniques of analysis.
Demonstrate comprehensive knowledge about materials, including current research,
scholarly and professional literature, relating to essential and advanced learning areas
pertaining to Biological Science, and techniques and skills required for identifying
Biological Science-related problems and issues.
Demonstration of skills in collection of relevant data gathered by reading or
experimentation and analysis and interpretation of the data using appropriate
methodologies.
4
Ability to communicate the results of studies undertaken in an academic field accurately
in the form of a paper, oral presentation or report.
Apply one‟s knowledge and understandings of Biological Science and skills to new and
unfamiliar contexts and to identify and analyze problems and issues and seek solutions
to real-life problems.
Demonstration of the ability to function in an effective manner both independently as
well as a member of a team.
5. Programme Learning Outcomes (PO) for B.Sc. Hons Biological Science
The curriculum is designed to achieve the following outcomes:
PO1: To develop an in-depth knowledge and understanding of the fundamental concepts and
principles underlying Biological processes.
PO2: To impart the procedural knowledge that creates different types of professionals in the
field of Biological Science and related fields such as Plant physiology, Animal Behaviour,
Natural Resource Management, Microbiology, Biotechnology, Nutritional Biochemistry and
in teaching, research and environmental monitoring.
PO3: Students will be able to undertake hands on laboratory work and activities that help
develop in students practical knowledge and skills that are required for pursuing career in
clinical diagnosis, drug design, vaccine development, pharmaceutical industry, teaching,
research, environmental monitoring.
PO4: Students will be able to use skills required for the extraction, separation, and synthesis
of a variety of biomolecules utilized in clinical diagnosis, pharmaceutical industry or in
research laboratories.
PO5: Students will be able to use various bioinformatics tools for training in the basic theory
and application of programs used for database searching, protein and DNA sequence analysis
and prediction of protein structures.
PO6: Students will be encouraged to effectively communicate scientific reasoning and data
analysis in both written and oral forms.
PO7: Students will gain knowledge of ethical and good laboratory practices, health and
biohazard regulations, plagiarism and intellectual property rights related issues practiced in
modern era of scientific investigation.
P08: Students will recognize and appreciate the importance of the Biological Science and its
application in academics, clinical diagnosis, prevention and treatment of diseases, agriculture,
and industry and in the economic, environmental and social contexts.
6. Program Duration, Design and Structure
Duration of the Program:
The B.Sc. Honours in Biological Science is a three-year degree programme divided
into six semesters. Each academic year (July - May) will consist of two semesters.
5
Program Design:
The program has been designed to offer a variety of discipline specific and
interdisciplinary courses disseminated through class-room, laboratory and out-of-classroom
modes of teaching, monitored through a repertoire of assessment methods. The teaching-
learning process will include theory classes of one hour duration and practical classes of two
hour duration for every credit offered. The curriculum will be delivered through various
methods including classical chalk and talk, power-point presentations, essay writing and quiz
contests, audio and video tools, e-learning and e-content, virtual labs, field trips or
educational tours, seminars by external experts, workshops and symposiums and class
discussions and debates. The learning outcome will be assessed by direct and indirect
methods comprising broadly of Internal Assessment or Continuous Evaluation and End-
Semester Examination. The internal assessment will include mid-term written tests, multiple
choice questions, home and class assignments, oral presentations (seminars), group tasks,
class discussions and debates, essay and report writing. End-semester assessments will
include written tests and practical examinations. Each theory course will carry a maximum of
100 marks, with 25% marks allotted for internal assessment and 75% for end-semester
examination. Each practical course will carry a maximum of 50 marks wherein 25 marks are
for end semester examination and 25 marks for continuous evaluation reflecting the
performance and regular attendance of the student throughout the semester.
Structure of the Programme:
The programme is structured into a variety of courses with different credits, some
mandatory while others elective. Broadly, the programme comprises of Core Courses (CC)
and elective courses. The core courses are all compulsory courses. The elective courses are of
three kinds: Discipline-Specific Elective (DSE), Skill Enhancement Course (SEC) and
Generic Elective (GE). The programme also includes two compulsory Ability Enhancement
Courses (AEC).
To successfully complete the program, a student must study fourteen Core Courses,
four Discipline-Specific Electives, two Skill Enhancement Courses and two compulsory
Ability Enhancement Courses. The Core Courses, Discipline-Specific Electives and Generic
Electives are six-credit courses. The Skill Enhancement Courses are four-credit courses while
the Ability Enhancement Courses are two credit-courses. A student has to earn a minimum of
144 credits to get a degree in B.Sc. (H) Biological Science.
The six-credit courses will include theory classes of four credits each and practicals of
two credits each. The four-credit courses will comprise of two-credit theory classes and two-
credit practical courses. However, the two-credit courses will include only theory classes.
One credit is equivalent to one-hour lecture per week for theory classes and two-hour
sessions for practical classes. Each batch of students for practical sessions will be of fifteen
members. If the number of students exceed fifteen (by at least ten), they will be divided into
two equal batches.
It is mandatory for students to study two Core Courses each in Semesters I and II,
three Core Courses each in Semesters III and IV, and two Core Courses each in Semesters V
and VI. The Core Courses will be of six credits each (four credits theory and two credits
practicals).
6
Eight courses of Discipline-Specific Electives (DSE) are offered in the programme, of
which students will have an option to choose any two in each of the Semesters V and VI. The
DSE courses will be of six credits each (four credits theory and two credits practicals). A
particular DSE course will be offered only if the minimum number of students opting for that
course is 10.
Generic Elective (GE) courses for the programme will be offered by other
departments of the respective college. Students will select one GE course each in Semesters I,
II, III, and IV. The GE courses will be of six credits each (four credits theory and two credits
practicals).
From a list of six Skill Enhancement (SE) courses provided, students will choose two Skill
Enhancement (SE) courses of four credits each in Semesters III and IV. The SE courses will
be of four credits each (two credits theory and two credits practicals). The two compulsory
Ability Enhancement Courses (AEC), AE1 (Environmental Sciences) and AE2 (English
communication), will be of two credits each (theory only). Students will undertake one
course each in Semesters I and II.
6.1 Scheme For Choice Based Credit System In B.Sc. Honours Biological
Science
SEMESTER
COURSES OFFERED
COURSE NAME
CREDITS
I Ability Enhancement
Compulsory Course 1
English
communication /
Environmental
Science
2
Core course 1 Chemistry 4
Core course 1 Practical Chemistry 2
Core course 2 Light and Life 4
Core course 2 Practical Light and Life 2
II Ability Enhancement
Compulsory Course 2
English
communications/
Environmental
Science
2
Core course 3 Biophysics 4
Core course 3 Practical Biophysics 2
Core course 4 Biodiversity 4
Core course 4 Practical Biodiversity 2
III Core course 5 Proteins and
Enzymes
4
Core course 5 Practical Proteins and
Enzymes
2
Core course 6 Cell Biology 4
Core course 6 Practical Cell Biology 2
Core course 7 Ecology 4
Core course 7 Practical Ecology 2
Skill Enhancement Course -1 BS SEC-1 2
7
Skill Enhancement Course -1
Practical
BS SEC-1 2
IV Core course 8 Systems Physiology 4
Core course 8 Practical Systems Physiology 2
Core course 9 Molecular Biology 4
Core course 9 Practical Molecular Biology 2
Core course 10 Metabolism and
Integration
4
Core course 10 Practical Metabolism and
Integration
2
Skill Enhancement Course - 2 BS SEC-2 2
Skill Enhancement Course -2
Practical
BS SEC-2 2
V Core course 11 Growth and
Reproduction
4
Core course 11 Practical Growth and
Reproduction
2
Core course 12 Genetics 4
Core course 12 Practical Genetics 2
Discipline Specific Elective-1 BS DSE-1 4
Discipline Specific Elective-1
Practical
BS DSE-1 2
Discipline Specific Elective-2 BS DSE-2 4
Discipline Specific Elective – 2
Practical
BS DSE-2 2
VI Core course 13 Immunobiology 4
Core course 13 Practical Immunobiology 2
Core course 14 Evolutionary Biology 4
Core course 14 Practical Evolutionary Biology 2
Discipline Specific Elective-3 BS DSE-3 4
Discipline Specific Elective-3
Practical
BS DSE-3 2
Discipline Specific Elective-4 BS DSE-4 4
Discipline Specific Elective-4
Practical
BS DSE-4 2
Note: 1 Credit is equivalent to 1 hour of teaching per week for theory courses and 2 hour of
teaching for practical courses.
8
6.2 Course Structure of B.Sc. (Hons) Biological Science under CBCS
SEMESTER I SEMESTER II
C1 Chemistry C3 Biophysics
C2 Light and Life C4 Biodiversity
AECC1 English/MIL Communication or
EVS AECC2 English/MIL Communication or
EVS
SEMESTER III SEMESTER IV
C5 Proteins and Enzymes C8 Systems Physiology
C6 Cell Biology C9 Molecular Biology
C7 Ecology C10 Metabolism and Integration
SEC1 Skill Enhancement Course (Any
one) SEC2 Skill Enhancement Course (Any
one)
I. Medicinal Botany I. Organic Farming
II. Medical Diagnostics II. Public Health Management
III. Bioinformatics III. Biochemical Techniques
SEMESTER V SEMESTER VI
C11 Growth and Reproduction C13 Immunobiology
C12 Genetics C14 Evolutionary Biology
DSE1 Discipline Specific Elective (Any
two) DSE2 Discipline Specific Elective (Any
two)
I. Plant Physiology I. Natural Resource Management
II. Animal Behavior and
Chronobiology
II. Wildlife Biology and
Conservation
III. Biotechnology III. Nutritional Biochemistry
IV. Endocrinology IV. Microbiology
C: Core Courses (14); AECC: Ability Enhancement Compulsory Course (02); SEC: Skill
Enhancement Courses (02); DSE: Discipline Specific Elective (04).
Numbers within bracket indicate the total number of courses to be taken up by the student in
each category.
9
7. Courses for B.Sc. (Honours) Biological Science Programme
Core Courses
BS C-1: Chemistry
BS C-2: Light and Life
BS C-3: Biophysics
BS C4: Biodiversity
BS C-5: Proteins and Enzymes
BS C-6: Cell Biology
BS C-7: Ecology
BS C-8: Systems Physiology
BS C-9: Molecular Biology
BS C-10: Metabolism and Integration
BS C-11: Growth and Reproduction
BS C-12: Genetics
BS C-13: Immunobiology
BS C-14: Evolutionary Biology
Discipline Specific Elective Courses (Any four)
BS DSE-1: Plant Physiology
BS DSE-2: Animal Behaviour and Chronobiology
BS DSE-3: Biotechnology
BS DSE-4: Endocrinology
BS DSE-5: Natural Resource Management
BS DSE-6: Wildlife Biology and Conservation
BS DSE-7: Nutritional Biochemistry
BS DSE-8: Microbiology
Ability Enhancement Compulsory Courses
AECC-1: English communication
AECC-2: Environmental science
Skill Enhancement Elective Courses (Any two)
BS SEC-1: Medicinal Botany
BS SEC-2: Medical Diagnostics
BS SEC-3: Bioinformatics
BS SEC-4: Organic Farming
BS SEC-5: Public Health Management
BS SEC-6: Biochemical Techniques
10
B.Sc. (HONOURS) BIOLOGICAL SCIENCE
(CBCS STRUCTURE)
CORE COURSES
11
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Chemistry (BS C-1)
Semester – I
1. Course Objective
The objective of this course is to develop a basic understanding of the structure, bonding,
stability, stereochemistry and reactivity of organic molecules with focus on
biomolecules. The course will cover thermodynamic studies with the calculation of
energies and interaction of biomolecules with their neighbouring environment. This basic
knowledge will empower the students to develop an understanding about chemistry of
biomolecules such as proteins, nucleic acids, carbohydrates and lipids.
2. Course Learning Outcomes
Students will understand and apply the fundamental principles of chemistry which
include bonding, electronic effects, molecular forces and stability of reactive
intermediates to biomolecules.
The students will gain an insight into the influence of chemical bond polarization on a
molecular structure and its reactivity.
Students will be able to identify the type of metabolic reaction and draw reaction
mechanisms for key metabolic processes.
Students will learn to recognize stereochemistry of a biomolecule and give a rational
explanation of its biological reactivity based on stereochemistry.
The students will gain an insight into thermodynamics and basic principles of
thermochemistry and successfully extend the concepts learnt in this course to
biological systems.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
UNIT I: Chemical Bonding and Introduction to Nanomaterials. No. of Hours: 12
Lattice energy and solvation energy, Born-Haber cycle and its applications, polarizing
power and polarizability, Fajan‟s rules, ionic character in covalent compounds,
Covalent Bonding: VB Approach, Lewis theory, VSEPR theory to explain the shapes of
molecules, salient features of the Valence bond (VB) theory and the concept of
hybridization, MO Approach: limitations of the VB approach, salient features of the
MO theory. Rules for the LCAO method, MO treatment of homonuclear diatomic
molecules such as O2 and heteronuclear diatomic molecules such as CO, An overview
12
of nanomaterials and classification, bioinorganic nanomaterials, DNA & nanomaterials,
natural and artificial nanomaterials, bio-nanocomposites
UNIT II: Chemical Thermodynamics No. of Hours: 12
Qualitative idea of thermodynamics, First Law of Thermodynamics: Calculation of
work (w), heat (q), changes in internal energy (ΔE) and enthalpy (ΔH) for expansion or
compression of ideal gases under isothermal and adiabatic conditions for both
reversible and irreversible processes. Calculation of w, q, ΔE, and ΔH for processes
involving changes in physical states .Important principles and definitions of
thermochemistry .Concept of standard state and standard enthalpies of formation,
integral and differential enthalpies of solution and dilution, calculation of bond energy,
bond dissociation energy and resonance energy from thermochemical data. Variation of
enthalpy of a reaction with temperature Kirchhoff‟s equation, Second law of
thermodynamics, concept of entropy, Gibbs free energy and Helmoltz free energy,
Calculations of entropy change and free energy change for reversible and irreversible
processes under isothermal and adiabatic conditions, Criteria of spontaneity, Gibbs
Helmholtz equation. Maxwell‟s relations, Statements of Third Law of thermodynamics:
calculation of absolute entropies of substances
Unit III: Fundamentals of Organic Chemistry No. of hours: 14
Electronic effects and their application- Inductive, resonance and Hyperconjugation,
Structure and relative stability of reactive carbon intermediates-carbocations,
carbanions and free radicals, intramolecular and intermolecular molecular forces
including hydrophobic, hydrophilic interactions and Hydrogen bond and their effect on
stability of biomolecules, Criterion for aromaticity-carbocyclic and heterocyclic
compounds- furan, pyrrole, thiophene and Indole and imidazole, Reaction mechanism-
Nucleophilic substitution and addition reaction with mechanism, Electrophilic addition
to C=C systems example X2, HX and water. Functional group approach for the
following reactions to be studied with mechanism in context to their structure-
Alcohols- esterification, ethers-Cleavage of C-O bond with HI, aldehydes and ketones-
Nucleophilic addition and Nucleophilic addition–elimination reactions including,
ammonia derivatives, Aldol condensation, carboxylic acids and acid derivatives-acidity
and reactivity towards nucleophiles including solvolysis reactions. Amines-basicity and
acetylation.
Unit IV: Stereochemistry No. of hours: 10
Stereochemistry and its importance to biologists, Geometrical isomerism, cis-trans and
E/Z nomenclature, Optical isomerism–optical activity, chirality, specific rotation,
Stereoisomerism with two chiral centers: Enantiomers, Diastereomers, mesoisomers,
Erythro and threo designation. Resolution of racemic modification, Fischer, Newman
and Sawhorse projections, Relative Configuration: D/L designation. Absolute
Configuration: R/S, designation of chiral centers (upto two chiral centres),
Conformational isomerism – ethane, butane and cyclohexane, diagrams and relative
stability of conformers.
13
3.2 PRACTICALS
TOTALHOURS: 48 CREDIT: 2
1. Estimation of sodium carbonate and sodium hydrogen carbonate present in a
mixture
2. Estimation of Mohr‟s salt by titrating it with KMnO4.
3. Synthesis and characterization of silver nanoparticles using UV-Visible
spectrophotometer
4. Determination of enthalpy of neutralization of hydrochloric acid with sodium
hydroxide
5. Determination of basicity of a diprotic acid by the thermochemical method in
terms of the changes of temperatures observed in the graph of temperature versus
time for different additions of a base. Also calculate the enthalpy of neutralization
of the first step.
6. Determination of integral enthalpy (endothermic and exothermic) solution of salts
7. Determination of melting and boiling points of organic compounds
8. Mechano-Chemical solvent free synthesis of azomethine
9. Acetylation of amines using green approach
10. Qualitative functional group tests for alcohols, aldehydes, ketones, carboxylic
acids, esters, amines and amides
3.3. REFERENCES
1. Ahluwalia, V. K., Dhingra, S., Gulati, A. (2005). College Practical Chemistry.
India: University Press (India) Private Limited.
2. Atkins, P., Overton, T., Rourke, J., Weller, M. & Armstrong, F. (2011-12).
Shriver and Atkins’ Inorganic Chemistry. Oxford, UK: Oxford University Press.
3. Gulati, S., Sharma, J. L., Minocha, S. (2017). Practical Inorganic Chemistry. New
Delhi, India: CBS publishers and distributors Pvt. Ltd.
4. Huheey, J. E., Keiter, E.A., Keiter, R. L. (2008). Inorganic Chemistry: Principles
of Structure and Reactivity. London, UK: Dorling Kindersley Pvt. Ltd.,
5. Kalsi, P. S. ( 2005). Stereochemistry, Conformation and Mechanism. Delhi, India:
New Age International.
6. Kapoor, K.L. (2017). A Textbook of Physical Chemistry, Thermodynamics and
Chemical Equilibrium, Vol. 2. India: McGraw-Hill Education.
7. Khosla, B. D., Garg, V. C., Gulati, A. (2011). Senior Practical Physical
Chemistry. New Delhi, India: R. Chand & Co.
8. Lee, J.D. (1999). A New Concise Inorganic Chemistry. USA: Wiley-Blackwell
9. Mann, F.G., Saunders, B.C. (2009). Practical Organic Chemistry. India: Pearson
Education.
10. Morrison, R.T., Boyd, R.N. (1992). Organic Chemistry. New Jersey: Prentice Hall
Inc.
11. Rastogi, R. P., Mishra, R. R. (2009). An Introduction to Chemical
Thermodynamics. India: Vikas Publication.
14
4. Teaching Learning process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I Students will learn
about the basics of
chemical bonding, the
structure of chemical
compounds including
biomolecules and get an
overview of
nanomaterials and their
applications.
Teaching using chalk
and board; Oral
discussion sessions in
the class, peer review
activities,
presentations, open
book tests
Questionnaire will be
discussed with
students in the class
and assignments will
be given to practice
them.
II The students will learn
about thermodynamics
and basic principles of
thermochemistry and
successfully extend the
concepts learnt to apply
on biological systems.
Teaching using chalk
and board; Oral
discussion sessions in
the class, peer review
activities, open book
tests and presentations.
Practice problems
will be given in the
class. Class tests will
be conducted for
internal assessment.
III Students will get an
insight into the
structure, bonding,
stability and reactivity
of organic compounds
with focus on chemical
reactions.
Teaching using chalk
and board; Oral
discussion sessions in
the class, peer review
activities, open book
tests and presentations.
Concepts related to
reaction mechanism,
stability andreactivity
will be given to
students.They will be
asked to predict the
products in chemical
reactions.
IV Students will be able to
visualize the structure,
bond attachments and
orientation of molecules
in 3-dimensional space
and write the three types
of projection formulae.
Teaching using chalk
and board; power point
presentations; 3-D
models of molecules;
Animations, videos
and discussions in the
class.
Demonstration by
students with the help
of models to test their
understanding. Oral
class tests to check
their understanding.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Lattice energy and solvation energy, Born-Haber cycle and its applications,
Qualitative idea of thermodynamics, First Law of Thermodynamics, Electronic effects
and their application- Inductive, Resonance and Hyperconjugation, Structure and relative
stability of reactive carbon intermediates- carbocations, carbanions and free radicals.
15
Week 2: Polarizing power and polarizability ,Calculation of work (w), heat (q) for
expansion or compression of ideal gases under isothermal conditions for reversible and
irreversible processes, intramolecular and intermolecular molecular forces including
hydrophobic, hydrophilic interactions and hydrogen bond and their effect on stability of
biomolecules, Criterion for aromaticity-Carbocyclic compounds.
Week 3: Fajan‟s rules, ionic character in covalent compounds , Covalent Bonding: VB
Approach, Calculation of work (w), heat (q) for expansion or compression of ideal gases
under adiabatic conditions for reversible and irreversible processes Criterion for
aromaticity- heterocyclic compounds- furan, pyrrole, thiophene , Indole and imidazole.
Reaction mechanism-Nucleophilic substitution.
Week 4: Lewis theory, VSEPR theory to explain the shapes of molecules , Calculation of
w, q, ΔE, and ΔH for processes involving changes in physical states, Reaction
mechanism- Electrophilic addition to C=C systems example X2, HX and water,
Nucleophilic addition reactions with mechanism, Functional group approach for the
following reactions to be studied with mechanism in context to their structure- Alcohols-
esterification, ethers-Cleavage of C-O bond with HI.
Week 5: Salient features of the Valence bond (VB) theory and the concept of
hybridization, MO Approach: limitations of the VB approach , Important principles and
definitions of thermochemistry, Concept of standard state and standard enthalpies of
formation , Functional group approach for the following reactions to be studied with
mechanism in context to their structure: aldehydes and ketones- Nucleophilic addition
and Nucleophilic addition–elimination reactions including, ammonia derivatives, Aldol
condensation.
Week 6: MO Approach: limitations of the VB approach ,Salient features of the MO
theory, integral and differential enthalpies of solution and dilution, Calculation of bond
energy, bond dissociation energy and resonance energy from thermochemical data ,
carboxylic acids and acid derivatives-acidity(Cont.) and reactivity towards nucleophiles
including solvolysis reactions.
Week 7: Rules for the LCAO method, MO treatment of homonuclear diatomic molecules
such as O2 , heteronuclear molecules like CO, Calculation of bond energy, bond
dissociation energy and resonance energy from thermochemical data, Variation of
enthalpy of a reaction with temperature Kirchhoff‟s equation, Amines-basicity and
acetylation, Stereochemistry and its importance to biologists.
Week 8: MO treatment of heteronuclear molecules like CO, Second law of
thermodynamics, concept of entropy, Calculations of entropy change and free energy
change for reversible and irreversible processes under isothermal conditions, Geometrical
isomerism, cis-trans and E/Z nomenclature, Optical isomerism–optical activity, chirality,
specific rotation.
Week 9: An overview of nanomaterials and classification, Calculations of entropy change
and free energy change for reversible and irreversible processes under adiabatic
conditions, Stereoisomerism with two chiral centers: Enantiomers, Diastereomers, meso
isomers, Erythro and threo designation. Resolution of racemic modification,
16
Week 10: Bioinorganic nanomaterials, DNA & nanomaterials ,criteria of spontaneity,
Gibbs free energy and Helmoltz free energy, Fischer, Newman and Sawhorse projections,
Relative Configuration: D/L designation,
Week 11: Natural and artificial nanomaterials, Gibbs Helmholtz equation, Maxwell‟s
relations, Absolute Configuration: R/S, designation of chiral centres (up to two chiral
carbons), Conformational isomerism–ethane and energy diagrams and relative stability of
conformers.
Week 12: Bio-nanocomposites, Statements of Third Law of thermodynamics: calculation
of absolute entropies of substances, Conformational isomerism–butane and cyclohexane,
diagrams and relative stability of conformers.
6. Keywords
Chemical Bonding, Nanomaterials, Thermodynamics and Thermochemistry, Reaction
mechanisms, Functional group, Stereochemistry.
17
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Light and Life (BS C-2)
Semester – I
1. Course Objective:
The course explores the physical properties of light and its interplay with living
organisms. Light as a source of energy and information has shaped life on earth over the
last 3.6 billion years. We see the world around us because the light reflected to the retina
is processed to our brain (Photoreception), we breathe in oxygen because it has been
evolved by the plants around us due to the light dependent Photosynthesis. Where there
is no natural light organisms produce their own (Bioluminescence). Maintaning co-
ordination with the surrounding light regime is fundamentally important to the inherent
biological clock in organisms which needs re-calibration almost every 24 hours
(Circadian Rhythms); whereas a disruption may lead to adverse effects. Every part of the
spectrum is used in one way or the other by different life forms. In this paper students
will be able to appreciate the delicate processes of life that are dependent on light.
2. Course Learning Outcomes:
Students will understand and appreciate the dual nature of light.
Students will comprehend the impact of light on biodiversity from pole to pole.
Students will gain knowledge about the various photoreceptors in plants and animals
and will appreciate and understand the mechanism of photosynthesis.
Students will understand bioluminescence, photoperiodism and biological rhythms.
Students will gain knowledge about the ecological and physiological responses to light.
3. Course Contents:
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction to Light and Life No. of Hours: 7
Nature of light (Wave and Particle), spectrum of light. Measurement of light (Lux,
Candela, Foot Candle).Polarized light, light attenuation in water.Light as an ecological
factor affecting distribution of plants and animals (Phyto and Zoo geography), in terrestrial
and aquatic ecosystems.Latitudinal Diversity gradient.Altitudinal and latitudinal variations
in light intensity and photoperiod. Diel vertical migration.
18
Unit II: Photoreception No. of Hours: 7
Comparative account of chemistry and functional roles of pigments associated with
harvesting light energy: photoreceptors in plants: chlorophylls, carotenoids,
phycobilinoproteins, bacteriochlorophylls, etc. Photoreception in animals, opsins evolution
of eyes, color vision and visual processing in human eye.
Unit III: Photosynthesis No. of Hours: 12
History, Structure of chloroplast, Photosynthetic equation, Photosynthetic electron
transport (cyclic and non-cyclic), photolysis of water, oxygen-evolving complex (OEC),
concept of Reaction centers, Q-cycle, Dark Reactions in Photosynthesis, C3, C4, CAM
cycle, Regulation of PCR cycle, photorespiration (C2 cycle), photoautotroph vs.
photoheterotrophs; Photoautotroph vs. chemoautotroph, Anoxygenic and oxygenic
photosynthesis.
Unit IV: Bioluminescence No. of Hours: 6
Definition, discovery, diversity of organisms, Functions and mechanism of
Bioluminescence (Photinus pyralis, Aequorea victoria).
Unit V: Photoperiodism No. of Hours: 10
Photoperiodism: phytochromes, LDP, SDP, DNP plants, vernalization, vernalin, etiolation
and de-etiolation. Animal responses to changing photoperiodism.Morphological,
Anatomical, Physiological and Behavioural adaptations to extreme light conditions in
plants and animals.Three rhythm domains, Biological clock and Circadian rhythms. Sleep
disorders, Shift work disorder, Jetlag.
Unit VI: Ecological and physiological responses to Light No. of Hours: 6
Color in animals: chromatophores and colour changes in animals, morphological and
physiological colour change. Light as an inducer for biosynthesis/activation of enzymes,
hormones and other biomolecules (Vitamin D, Melatonin, RuBisco).Thymine dimer
formation, skin cancer and cataract in response to UV exposure. Light pollution and its
impacts on environment, ecosystems and wildlife.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. To study light penetration in water using Secchi disc.
2. To demonstrate the effect of light on soil fauna using Berlese funnel setup.
3. To study the effect of light and darkness on the chromatophores of fish.
4. To test / survey for color blindness using Ishihara charts.
5. To study oxygen liberation during photosynthesis using Hydrilla. Measurement
of light using Luxmeter.
6. Separation of Chloroplast pigments by Paper Chromatography.
19
7. Demonstration of Hills Reaction and study the effect of Light intensity (any 2
light conditions).
8. To study the effect of Light intensity and CO2 concentration on the rate of
photosynthesis.
3.3 REFERENCES
1. Björn, L. O. (2015) 3rd
Ed. Photobiology: Science of Light and Life, L.O. Bjorn.,
Springer
2. Buchanan, B. B., Gruissem, W., and Jones, R. L. (2000). Biochemistry and
molecular biology of plants. Rockville, Md.: American Society of Plant
Physiologists.
3. Huner, N. and Hopkins, W. (2013). Introduction to Plant Physiology. In: 4th ed.
John Wiley & Sons, Inc.
4. Kohen E., Santus R., Hirschberg J.G. (1995) 1st Ed., Photobiology Academic
Press
5. Randall D., Burggren W., & French k. (2001) 5th Ed. Eckert, Animal Physiology-
mechanisms and adaptations. W.H. Freeman and Co.
Additional Resources
1. Gross M. (2003). Light and Life. Oxford University Press
2. Shimomura O., (2012) Bioluminescence: Chemical Principles and Methods,
World Scientific,
3. Taiz, L., &Zeiger, E. (1991).Plant physiology. Redwood City, Calif:
Benjamin/Cummings Pub. Co.
4. Teaching-Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
II Students will learn about
the various photoreceptors
in plants as well as animals,
evolution of the and vision
in humans
The traditional chalk and
talk method.Short movies
showing the importance of
photoreceptors will be
shown.Students will
understand the different
types of plant pigments by
separating them from plant
material.
Oral questions will be
asked in the class.
Problems will be
assigned to encourage
them to explore more
about the concept. Class
tests will be conducted
for internal assessment.
III Students will learn about
the process of
photosynthesis and the
various factors that affect it.
They will also understand
about its variations.
Students will understand the
importance of an electron
acceptor through Hills
Reaction. A practical
understanding of the various
factors affecting rate of
photosynthesis will be
Oral questions will be
asked in the class.
Problems will be
assigned to test student‟s
analytical ability. Class
tests will be conducted
for internal assessment
20
developed.
IV Students will learn about
mechanism and diversity of
bioluminescence in the
living world.
The traditional chalk and
talk method supplemented
with power point
presentation; relevant
documentary will be shown.
Oral questions will be
asked in the class.
Students will
make a report on
Bioluminescent
Organisms.
V Students will learn about
photoperiodism ,
adaptations to extreme light
conditions and biological
rhythms.
Chalk and talk method will
be supplemented with
Power point presentations.
Group discussion on the
given topic will be
organized. Students will
be asked to give short
presentations or written
assignments.
VI Students will learn how
organisms respond to light
induced changes in their
surroundings by changing
colour , synthesizing
biomolecules.
Chalk and talk method will
be supplemented with
Power point presentations.
Oral questions will be
asked in the class. Class
tests will be conducted
for internal assessment.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Nature of light (Wave and Particle), spectrum of light. Measurement of light
(Lux, Candela, Foot Candle). Light as an ecological factor affecting distribution of plants
and animals (Phyto and Zoo geography), in terrestrial and aquatic ecosystems.Polarized
light, light attenuation in water.
Week 2: Light as an ecological factor affecting distribution of plants in aquatic
ecosystems. Comparative account of chemistry and functional roles of pigments
associated with harvesting light energy: chlorophylls, carotenoids. Latitudinal Diversity
gradient.Altitudinal and latitudinal variations in light intensity and photoperiod.
Week 3: Comparative account of chemistry and functional roles of pigments associated
with harvesting light energy: phycobilinoproteins, bacteriochlorophylls, etc. Diel
vertical migration, Photoreception in animals, opsins evolution of eyes.
Week 4: History, Structure of chloroplast, Photosynthetic equation, Photosynthetic
electron transport (cyclic and non-cyclic), photolysis of water. Color vision, visual
processing in human eye.
Week 5: Oxygen-evolving complex (OEC), concept of Reaction centers, Q-cycle.
Definition, discovery, diversity of organisms showing bioluminescence.
Week 6: Dark Reactions in Photosynthesis, C3 cycle Regulation of PCR cycle. Functions
of bioluminescence in living world
21
Week 7: C4, CAM cycle, Mechanism of Bioluminescence (Photinus pyralis, Aequorea
victoria).
Week 8: Photorespiration (C2 cycle), photoautotrophvsphotoheterotrophs;
Photoautotroph vs. chemoautotroph, Anoxygenic and oxygenic photosynthesis. Three
rhythm domains, Biological clock and Circadian rhythms.
Week 9: Photoperiodism: phytochromes. Sleep disorders, Shift work disorder, Jetlag.
Week 10: LDP, SDP, DNP plants, vernalization, vernalin. Color in animals:
chromatophores and colour changes in animals, morphological and physiological color
change.
Week 11: Etiolation and de-etiolation.Morphological, Anatomical, Physiological and
Behavioural adaptations to extreme light conditions in plants (contd. in week 12) and
animals. Light as an inducer for biosynthesis/activation of enzymes, hormones and other
biomolecules (Vitamin D, Melatonin)
Week 12: Light as an inducer for biosynthesis/activation of RUBISCO.Thymine dimer
formation, skin cancer and cataract in response to UV exposure. Light pollution and its
impacts on environment, ecosystems and wildlife.
6. Keywords
Light, Pigments, Photoreceptors, Bioluminescence, Photosynthesis, Photoperiodism,
Biological clock, Circadian rhythm, Biogeography.
22
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Biophysics (BS C-3)
Semester – II
1. Course Objective
This interdisciplinary course introduces the basic concepts of physics and their
applications in biology for better understanding of various biological processes at
cellular and molecular level. This knowledge will empower the students to develop a
basic understanding about the principles and concepts of Biophysics and will enable
the students to develop quantitative approaches to solve physical/biological problems.
2. Course Learning Outcomes
Students will learn basic concepts of physics and apply them to study the
physicochemical properties of biomolecules.
Students will learn to investigate the light absorption properties of biomolecules
through spectrophotometry, for qualitative and quantitative analysis of
biomolecules.
Students will learn the concepts related to mechanics of solids and liquids to
understand the basic mechanisms of cell biology especially cell adhesion, migration
and mechanotransduction.
Students will learn about the mechanism of transport of various ions/molecules
across cell membranes and their significance in several biological processes.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Mechanics No. of Hours: 06
Conservation of momentum and energy, work energy theorem, Angular momentum,
Torque, motion of a particle in central force field. Introduction to mechanical forces:
mechanics of solids and fluids, viscous force, surface tension and viscoelasticity with
examples.
Unit II: Electrostatics No. of Hours: 06
Introduction to electrostatics: Concept of charge in Gauss‟s law; point charge, line
charge and surface charge, Electric Potential and Field. Dielectrics: Non polar/Polar
dielectrics, Molecular theory of Dielectrics, Dielectric Constant, Gauss‟s Law in
presence of dielectric, Three electric vectors and their relations, Electric susceptibility,
Energy stored in dielectrics, Applications of dielectrics.
Unit III: Waves and Oscillations No. of Hours: 12
23
Simple harmonic motion, Vector and the complex-exponential representations of SHM
(examples of a Pendulum, spring-mass system and the electric system), damped and
driven harmonicoscillator.Coupled oscillator: capacitative and inductive coupling.
Superposition principle and Superposition of waves: Young‟s double slit interference,
Diffraction: diffraction through a single slit/double slit and grating, Resolving power,
Resolution of the eye, Lasers: Principle, Population inversion, He-Ne Laser,
characteristics of laser, Applications of lasers in medical science, Polarization of EM
wave, Nicol prism. Doppler effect, Effects of vibrations in humans: physics of hearing,
heartbeat.
Unit IV: Biomolecules No. of Hours: 5
Amino acids, Amino acid structure, Physical properties: pI of amino acids, amino acids
as ampholytes, melting point, optical rotation, UV absorption. peptide bond, peptides and
proteins. Nucleic acids, Purine & Pyrimidine bases, Watson-Crick model of DNA & its
features, Types of DNA. Physical properties of DNA - Effect of heat on physical
properties of DNA (Viscosity, buoyant density), Types of RNA. Classification of
carbohydrates (mono, oligo polysaccharides), Physical - isomerism D & L, optical;
epimers :anomers. Classification of Lipids, Saturated fatty acids - classification of C2 to
C20: even carbon: Common and IUPAC names. Unsaturated fatty acids MUFA, PUFA
(2.3.4 double bonds), Omega - 3.6.9 fatty acids.Triacyl glycerol - simple and mixed -
names and structure.
Unit V: Biological membranes No. of Hours: 13
Colloidal solution, Micelles, bilayers, membrane models, liposomes, phase transitions of
lipids, Membrane asymmetry, active, passive and facilitated transport of solutes and ions,
Fick‟s Laws, Nernst Planck Equations, Diffusion, Osmosis, Donnan effect, permeabilily
coefficient. Ionophores, transport equation, membrane potential, action potential,
neuronal synapse. Mechanobiology:Introduction to mechanobiology, Extracellular
matrix, cytoskeleton, Durotaxis, mechanics of cell adhesion and migration,
mechanotransduction.
Unit VI: Spectroscopic techniques No. of Hours: 6
Beer-Lambert law, light absorption and its transmittance.UV and visible and IR
spectrophotometry-principles, instrumentation and applications.UV absorption of
proteins and N.As - Hypochromism, hyperchromism, denaturation, fluorescence
spectroscopy, static & dynamic quenching, fluorescent probes in the study of protein,
nucleic acids.Light scattering in biology, optical rotatory dispersion.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDIT: 2
1. Determination of acceleration due to gravity using Kater‟s pendulum.
2. Determination of the acceleration due to gravity using bar pendulum.
3. Study of Lissajous figures using CRO.
24
4. Determination of the frequency of an electrically maintained tuning fork
by Melde‟s Experiment.
5. Determination of the wavelength of laser source by through diffraction
of (1) Single slit, (2) Double slit.
6. Comparison of capacitances using De‟Sautty‟s bridge.
7. Determination of the coefficient of Viscosity of water by capillary flow
method (Poiseuille‟s method).
8. Verification of Beer Law
9. Determination of Molar Extinction coefficient
10. Qualitative analysis of proteins and Nucleic acids using
spectrophotometer.
11. Determination of CMC for a detergent.
3.3 REFERENCES
1. D. Kleppner, R. J. Kolenkow (1973). An introduction to Mechanics. McGraw Hill.
2. David Freifelder (1982). Physical Biochemistry: Applications to Biochemistry and
Molecular Bioogy. 2nd
edition. W.H. freeman and Company.
3. Keith Wilson and John Walker (2005). Principles and Techniques of Biochemistry
and Molecular Biology. 6th
edition. Cambridge University Press.
4. N. K. Bajaj (2008). The Physics of Waves and Oscillations. 5th
edition. Tata
McGraw Hill.
Additional reading:
1. Christopher R. Jacobs, Hayden Huang, Ronald Y. Kwon (2012). Introduction to
cell mechanics and Mechanobiology 1st editon. Garland Science (Taylor &
Francis Group). ISBN: 978-0-8153-4425-4.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No. Course Learning
Outcomes Teaching and Learning
Activity Assessment Tasks
I. Students will learn about
various aspects of
mechanics, centrifugal
forces, mechanical forces
in solids, fluids with
examples.
Traditional chalk and board
method with power-point
presentations. Group
Discussions with examples.
Problems will be assigned to
test student‟s analytical
ability. Assignments to
enhance the learning and
understanding.
II. Students will learn about
electrostatics, electric
potential, Gauss‟s law,
Dielectrics and its
applications.
Traditional chalk and board
method with power-point
presentations. . Group
Discussions with examples.
Regular question- answer
sessions in the class. Class
tests will be conducted for
internal assessment.
25
III. Students will learn about
simple harmonic motion,
diffraction, lasers and its
applications in medical
science. Doppler effect,
effects of vibrations in
humans: physics of hearing,
heartbeat.
Traditional chalk and board
method with power-point
presentations. Group
discussions.
Problem solving assignments,
regular question answer
sessions, MCQs and unit-test
for internal assessment.
IV Students will learn about
biomolecules, classification,
and physicochemical
properties
Traditional chalk & board
method with power-point
presentations.
Regular question- answer
sessions in the class. Class
tests will be conducted for
internal assessment
V. Students will learn about
micelles, bilayers, liposomes,
and membrane asymmetry
and transport and neuronal
synapse. Mechanobiology and
mechanotransduction.
Teaching using chalk and
board; Power point
presentations; Oral discussion
sessions in the class.
Various analytical problems
will be assigned to students
related to DNA repair and
related disorders.
VI. Students will learn about UV-
visible spectrophotometry,
fluorometry and applications,
optical rotation and light
scattering.
Traditional chalk & board
method with power-point
presentations.
Problems will be assigned to
test student‟s analytical
ability. Assignments to
enhance the learning and
understanding.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Conservation of momentum and energy, work energy theorem, Angular
momentum, Torque, motion of a particle in central force field. Introduction to
mechanical forces: mechanics of solids and fluids, viscous force, surface tension and
viscoelasticity with examples.
Week 2: Introduction to electrostatics: Concept of charge in Gauss‟s law; point charge,
line charge and surface charge, Electric Potential and Field.
Week 3: Dielectrics: Non polar/Polar dielectrics, Molecular theory of Dielectrics,
Dielectric Constant, Gauss‟s Law in presence of dielectric, Three electric vectors and
their relations, Electric susceptibility, Energy stored in dielectrics, Applications of
dielectrics.
Week 4: Simple harmonic motion, Vector and the complex-exponential representations
of SHM (examples of a Pendulum, spring-mass system and the electric system),
damped and driven harmonic oscillator. Coupled oscillator: capacitative and inductive
coupling. Superposition principle and Superposition of waves: Young‟s double slit
interference,
26
Week 5: Diffraction: diffraction through a single slit/double slit and grating, Resolving
power, Resolution of the eye, Lasers: Principle, Population inversion, He-Ne Laser,
characteristics of laser, Applications of lasers in medical science, Polarization of EM
wave, Nicol prism. Doppler effect, Effects of vibrations in humans: physics of hearing,
heartbeat.
Week 6: Amino acids, Amino acid structure, Physical properties: pI of amino acids,
amino acids as ampholytes, melting point, optical rotation, UV absorption. peptide
bond, peptides and proteins. Nucleic acids, Purine & Pyrimidine bases, Watson-Crick
model of DNA & its features, Types of DNA. Physical properties of DNA - Effect of
heat on physical properties of DNA (Viscosity, buoyant density), Types of
RNA.Classification of carbohydrates (mono, oligo polysaccharides), Physical -
isomerism D & L, optical; epimers :anomers. Classification of Lipids, Saturated fatty
acids - classification of C2 to C20: even carbon: Common and IUPAC names.
Unsaturated fatty acids MUFA, PUFA (2.3.4 double bonds), Omega - 3.6.9 fatty
acids.Triacyl glycerol - simple and mixed - names and structure.
Week 7: Colloidal solution, Micelles, bilayers, membrane models, liposomes, phase
transitions of lipids, Membrane asymmetry, active, passive and facilitated transport of
solutes and ions.
Week 8: Fick‟s Laws, Nernst Planck Equations, Diffusion, Osmosis, Donnan effect,
permeabilily coefficient. Ionophores, transport equation, membrane potential, action
potential, neuronal synapse.
Week 9: Introduction to mechanobiology, Extracellular matrix, cytoskeleton,
Durotaxis, mechanics of cell adhesion and migration, mechanotransduction.
Week 10: Beer-Lambert law, light absorption and its transmittance.UV and visible and
IR spectrophotometry-principles, instrumentation and applications.
Week 11: UV absorption of proteins and N.As - Hypochromism, hyperchromism,
denaturation.fluorescence spectroscopy, static & dynamic quenching, fluorescent
probes in the study of protein, nucleic acids.
Week 12: light scattering in biology, optical rotatory dispersion
6. Keywords
Spectrophotometry, Momentum, Electric potential, Diffraction, Membrane transport,
mechanotransduction.
27
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Biodiversity (BS C-4)
Semester – II
1. Course Objectives
The course will acquaint students with variations and variability in the living world and
the objectives of biological classification. The course covers important aspects of
biodiversity, its components and relevance of conservation. Emphasis will be on
developing interest and invoking a sense of responsibility among students towards
conservation of plant and animal biodiversity. The course explores different tools and
techniques used to study biodiversity such as mapping of forests and animal populations of
rare and endangered species.
2. Course Learning Outcomes
Students will study and understand characteristic features of different plant and animal
life forms.
Students will understand recent advances in technology used in mapping and
conservation of biodiversity.
Students will appreciate and understand the relevance of wild relatives of cultivated
plants, their domestication and green revolution.
Students will appreciate the relevance of bioremediation and role of indicator plants in
combating threats to biodiversity.
3. Course Contents
3.1THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Defining Biodiversity No. of Hours: 24
Components of Biodiversity, Biodiversity crisis and biodiversity loss, Importance of
biodiversity in daily life, Biodiversity vis-a-vis climate change. Types of Ecosystems:
India as mega biodiversity nation; hot spots, endemism. Study of general
characteristics of cryptogams (Oedogonium, Polysiphonia, Rhizopus, Albugo,
Anthoceros,Funaria,Selaginella) and phanerogams (Pinus), Angiosperm systematics:
Outline of Bentham and Hooker classification
Introduction to animal diversity, Whittaker‟s five kingdom classification, Systematic
classification and general features of chordates and non chordates (Protista, Porifera,
Cnidaria, Platyhelminthes, Aschelminthes, Annelida, Arthropoda, Mollusca,
Echinodermata, Protochordata, Osteichthyes, Amphibia, Reptilia, Aves and
Mammals.Principles of taxonomy, Linnaean system of classification, Binomial
nomenclature, Species concepts.
Unit II: Modern Tools in the study of Biodiversity No. of Hours: 8
28
Natural Resources from plants: Food Crops, beverages, timber, fibres. Endemism,
endemic animals; Assessment of mapping of biodiversity; GIS/Remote sensing;
Biotechnology and Conservation, IUCN; Germplasm banks, National Parks, Botanical
Gardens; Wildlife Sanctuaries, Sacred fauna
Unit III: Crop Diversity No. of Hours: 8
Wild relatives of cultivated plants; Domesticated diversity-its advantages and
disadvantages, Centres of origin of cultivated plants (Vavilov), Green revolution, the
origin of Triticumaestivum and Oryza sativa through domestication, Spice diversity,
Forest diversity-Types of forests (classification by Champion and Seth (1968),
Agroforestry
Unit IV: Bio-prospecting No. of Hours: 8
Phytoremediation: Plants as indicators and remediators of air, water and soil pollution
(heavy metals, oil spills). Bioremediation, Biomass utilization, Bioethics
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
FAUNA
1. Study of following specimens: Euglena, Paramecium, Sycon, , Tubipora,Taenia,
Ascaris Aphrodite, Leech, Peripatus, Limulus, Hermitcrab, Beetle, Pila, Chiton,
Dentalium, Octopus, Asterias
2. Dissections/ Virtual demonstration: Digestive and nervous system of Cockroach;
Unstained mount of Placoid scales.
3. Study of following specimens: Balanoglossus, Amphioxus, Petromyzon, Pristis,
Hippocampus, Labeo, Icthyophis/Uraeotyphlus, Salamander, Draco,Naja,any
three common birds,Bat.
4. Study of a few endangered species of amphibians, reptiles, birds and mammals of
India
5. To study faunal composition of water samples (Lucky drop method)
6. Report on: Biodiversity park/reserve/ NBPGR (Botany + Zoology)
FLORA
7. Study through specimens/photographs of
a) Food crops: Wheat, rice
b) Fibres: Cotton, jute
c) Timber: Teak, shisham
d) Oils: Mustard and soybean
8. Study of vegetative and reproductive structures of the following genera:
Chlamydomonas (Electron microphotograph), Oedogonium, Vaucheria,
Polysiphponia,Fucus (specimen), Rhizopus, Penicillium, Albugo, Riccia,
29
Anthoceros, Funaria, Psilotum, Selaginella, Pteris, Cycas, Pinus, Lichens
(specimens)
9. Study of the characteristic features of any one member from each family
(a) Malvaceae/ Fabaceae/Brassicaceae/Ranunculaceae (anytwo families),
(b) Asteraceae
(c) Euphorbiaceae
(d) Poaceae/Liliaceae (any one family)
3.3 REFERENCES
1. Barnes, R.D. (1982). Invertebrate Zoology, 5th
. Edition
2. Campbell N. A., (2008).Biology 8th
Edition, Pearson
3. Kocchar, S.L., (2016). A Economic Botany comprehensive study. Cambridge
University Press.
4. Singh, G., (2018). Plant Systematics: Theory and Practice. Oxford & IBH Publishing
Co. Pvt. Ltd.
5. Young, J. Z., (2004). The Life of Vertebrates.III Edition.Oxford university press.
Additional Reading:
1. Ennos, R., & Sheffield, E., (2000). Plant Life. UK: University Press, Cambridge.
2. Ingrowille, M., (1992).Diversity and Evolution of land plants. Chapman and Hall
3. Wilson, E. O., (1998). Biodiversity.National Academic Press.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes
Unit
No.
Course Learning Outcomes Teaching and
Learning Activity
Assessment Tasks
I Students will learn about the basic
concepts of biodiversity and
characteristic features and systems of
classification of plants and animals
Teaching using chalk and
board; Power point
presentations; Group
discussion sessions in the
class
Questions will be
asked in the class.
II Students will learn about the
different types of tools and
assessment techniques used in
mapping biodiversity. They will able
to list and define various methods
used in conservation
Power point
presentations; Teaching
using chalk and board;
Group discussion, Case
studies
Students will take up
case studies and
participate in group
discussion.
III Students will learn about diversity of
crop plants and their wild relatives,
process of domestication, green
revolution and basic concepts of
agroforestry
Power point
presentations; Teaching
using chalk and board;
Role play, Case studies
Students will be given
worksheets /
assignments to test
their understanding of
the unit.
IV Students will learn about basics of
bioprospecting, bioremediation and
bioethics.
Power point
presentations; Teaching
using chalk and board;
Oral discussions in the
class
Class tests will be
conducted for internal
assessment.
30
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Components of Biodiversity, Biodiversity crisis and biodiversity loss,
Importance of biodiversity in daily life, Biodiversity vis-a-vis climate change.
Introduction to animal diversity, Whittaker‟s five kingdom classification
Week 2: Study of general characteristics of cryptogams (Oedogonium, Polysiphonia,
Rhizopus, Albugo, Anthoceros, Funaria, Selaginella) Systematic classification and
general features non chordates (Protista,Porifera, Cnidaria)
Week 3: Types of Ecosystems: India as mega biodiversity nation; hot spots, endemism.
Angiosperm systematics: General features ofPlatyhelminthes, Aschelminthes, Annelida
Week 4: General features of phanerogams (Pinus), Arthropoda, Mollusca,
Echinodermata
Week 5: General features of chordates: Protochordata, Osteichthyes, Amphibia, Reptilia,
Aves and Mammals
Week 6: Principles of taxonomy, Linnaean system of classification, Binomial
nomenclature, Species concepts, Outline of Bentham and Hooker classification
Week 7: Natural Resources from plants: Food Crops, beverages, timber,
fibres,Endemism, endemic animals
Week 8:Assessment of mapping of biodiversity; GIS/Remote sensing; Biotechnology
and Conservation, IUCN; Germplasm banks, National Parks, Botanical Gardens;
Wildlife Sanctuaries, Sacred fauna
Week 9:Wild relatives of cultivated plants; Domesticated diversity: advantages and
disadvantages, Centers of origin of cultivated plants (Vavilov)
Week 10:Green revolution, the origin of Triticumaestivum and Oryza sativa through
domestication, Spice diversity, Forest diversity-Types of forests (classification by
Champion and Seth (1968), Agro forestry
Week 11: Phytoremediation: Plants as indicators and remediators of air, water and soil
pollution (heavy metals, oil spills)
Week 12: Bioremediation, Biomass utilization, Bioethics
6. Keywords:
Systematics, Conservation, Biodiversity mapping, Bioprospecting, Bioremediation.
31
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Proteins and Enzymes (BS C-5)
Semester - III
1. Course Objective
The objective of the course is to introduce the students to proteins, most remarkable
biomolecules in terms of diversity of function, their structure and various techniques
employed to purify proteins and to the world of enzymes, biological catalysts with
remarkable properties with an aim to develop an understanding of enzyme kinetics,
mechanism of enzyme action, regulatory properties and their applications in medicine.
2. Course Learning Outcomes
Students will acquire basic knowledge about the functional diversity of proteins and
different levels of structural organization of proteins
Students will learn about the relationship between protein structure and function and
the techniques that are used to purify proteins
Students will acquire insight into enzyme kinetics, inhibition, regulation and
mechanism of action.
Students will acquire knowledge about the application of enzymes in medicine and
industry.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction to structures of protein No. of Hours: 8
Amino acids and their properties.Biologically important peptides - hormones, antibiotics
and growth factors.Conjugated proteins, multimeric proteins and
metalloproteins.Diversity of proteins.Organization of protein structure- primary,
secondary, tertiary and quaternary structures.Protein sequencing- Edman
degradation.Solid phase peptide synthesis.Nature of stabilizing bonds- covalent and non
covalent.Peptide bond- dihedral angles. Ramachandran map, Secondary structure-
Helices, sheets and turns.
Unit II: Tertiary structures and Protein Folding No. of Hours: 8
Tertiary and quaternary structures.Motifs and domains.Structures of myoglobin and
haemoglobin. Oxygen binding curves, influence of 2,3-BPG, CO2. Concerted and
sequential models for allosteric proteins.Haemoglobin disorders.Denaturation and
renaturation of proteins.Introduction to thermodynamics of folding.Role of chaperones,
chaperonins and PDI. Defects in protein folding: Alzheimer‟s and Prion based.
32
Unit III: Purification and analysis of proteins No. of Hours: 8
Ammonium sulphate fractionation, dialysis.Ion exchange chromatography, molecular
sieve chromatography, affinity chromatography, HPLC and FPLC. Gel electrophoresis,
SDS-PAGE, IEF and 2-D electrophoresis.
Unit IV: Introduction to enzyme kinetics No. of Hours: 12
Nature of enzymes - protein and non-protein (ribozyme, abzymes).Cofactor and
prosthetic group.Classification of enzymes. Fischer‟s lock& key and Koshland‟s induced
fit hypothesis. Enzyme specificity. Enzyme Kinetics- Michaelis-Menten equation,
Lineweaver-Burk plot. Determination of Km, Vmax, Kcat.Factors affecting enzyme
activity.Enzyme Inhibition- Reversible (competitive, uncompetitive, non-competitive,
mixed). Mechanism based inhibitors.
Unit V: Mechanisms of enzyme action and regulation No. of Hours: 8
Acid-base and covalent catalysis (chymotrypsin, lysozyme). Metal activated enzymes
and metalloenzymes, Allosteric regulation and feedback inhibition (ATCase), reversible
covalent modification (glycogen phosphorylase). Proteolytic cleavage-
zymogen.Multienzyme complex.Coenzymes.
Unit VI: Enzymes in medicine and industry No. of Hours: 4
Isoenzymes. Application of enzymes in diagnostics (SGPT, SGOT, creatine kinase,
alkaline and acid phosphatases), Enzyme immunoassay (HRP), enzyme therapy
(Streptokinase). Metal base drug interaction. Enzyme immobilization and its
applications.
3.2 PRACTICALS
TOTALHOURS: 48 CREDIT: 2
1. Estimation of proteins by Biuret and Lowry's method.
2. Determination of isoelectric pH of casein.
3. Ammonium sulphate fractionation of crude homogenate from germinated mung
beans
4. Assay for acid phosphatase activity and specific activity.
5. Progress curve of enzyme
6. Effect of pH on enzyme activity.
7. Determination of Km and Vmax using Lineweaver-Burk plot.
3.3 REFERENCES
1. Cooper, T. G. (2009). The tools of biochemistry. Chichester: John Wiley.
2. Nelson, D. L. and Cox, M. M. (2008). Lehninger, Principles of Biochemistry,
5th
Ed., W.H. Freeman and Company (New York, USA.).
3. Price, N. C., and Stevens, L. (1999). Fundamentals of enzymology. Oxford:
Oxford University Press.
33
4. Voet, D. and Voet, J.G. (2004). Biochemistry. 3rd Ed., John Wiley & Sons, Inc.
USA.
Additional Resources
1. Sheehan, D. (2010). Physical biochemistry: Principles and applications.
Chichester: Wiley-Blackwell.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I.
Students will learn about
the diverse functions of
proteins, about hierarchy of
protein structures and
structure and classification
of amino acids.
Traditional chalk & board
method with power-point
presentations. Group
Discussions with
examples.
Numerical problems on
pKa and pI of amino acids
and exercises on protein
sequencing will be given.
II. Knowledge about tertiary
and quaternary structure of
proteins. Basic concepts of
protein folding and role of
chaperones.
Traditional chalk & board
method with power-point
presentations. Research
papers will be discussed
and Videos will be shown.
Class presentations and
discussions. Post lecture
students will be given
home assignments for
assimilation of concepts.
III. Students will understand
the principles and
applications of biochemical
techniques used for protein
purification.
Traditional chalk & board
method with power-point
presentations. Group
discussions.
Post lecture students will
be given home
assignments to enhance
their learning and for
assimilation of concepts.
IV Students will gain
knowledge about the
kinetics of enzyme
catalyzed reaction.
Traditional chalk & board
method with power-point
presentations. Group
discussions with examples
Discussions on different
types of enzymes, specific
activity and reaction rates.
V. Students will understand
the mechanism of enzyme
action and regulation of
enzyme activity.
Traditional chalk & board
method with power-point
presentations. Group
discussions with examples.
Discussions and class
tests. Post lecture students
will be given home
assignments to enhance
their learning.
VI. Students will acquire
knowledge about the
various applications of
enzymes in therapeutics and
industries.
Traditional chalk & board
method with power-point
presentations. Group
Discussions with
examples.
Assignments on specific
enzymes to each student
for their applications in
industries.
(**Assessment tasks enlisted here are indicative in nature)
34
5. Teaching Plan Week 1: Amino acids and their properties. Biologically important peptides - hormones,
antibiotics and growth factors.Conjugated proteins, multimeric proteins and
metalloproteins.Diversity of proteins.Organization of protein structure- primary,
secondary, tertiary and quaternary structures.
Week 2: Protein sequencing- Edman degradation. Solid phase peptide synthesis. Nature of
stabilizing bonds- covalent and non covalent.Peptide bond- dihedral angles.
Ramachandran map, Secondary structure- Helices, sheets and turns.
Week 3: Tertiary and quaternary structures. Motifs and domains.Structures of myoglobin
and haemoglobin. Oxygen binding curves, influence of 2,3-BPG, CO2. Concerted and
sequential models for allosteric proteins.Haemoglobin disorders.
Week 4: Denaturation and renaturation of proteins. Introduction to thermodynamics of
folding.Role of chaperones, chaperonins and PDI. Defects in protein folding: Alzheimer‟s
and Prion based.
Week 5: Ammonium sulphate fractionation, dialysis. Ion exchange chromatography,
molecular sieve chromatography, affinity chromatography.
Week 6: HPLC and FPLC. Gel electrophoresis, SDS-PAGE, IEF and 2-D electrophoresis.
Week 7: Nature of enzymes - protein and non-protein (ribozyme, abzymes).Cofactor and
prosthetic group.Classification of enzymes. Fischer‟s lock& key and Koshland‟s induced
fit hypothesis. Enzyme specificity.Factors affecting enzyme activity.
Week 8: Enzyme Kinetics- Michaelis-Menten equation, Lineweaver-Burk plot.
Determination of Km, Vmax, Kcat.
Week 9: Enzyme inhibition, irreversible and reversible (competitive, uncompetitive, non-
competitive, mixed). Mechanism based inhibitors.
Week 10: Acid-base and covalent catalysis (chymotrypsin, lysozyme). Metal activated
enzymes and metalloenzymes. Coenzymes.
Week 11: Allosteric regulation and feedback inhibition (ATCase), reversible covalent
modification (glycogen phosphorylase). Proteolytic cleavage-
zymogen.Isoenzymes.Multienzyme complex.
Week 12: Application of enzymes in diagnostics (SGPT, SGOT, creatine kinase, alkaline
and acid phosphatases), Enzyme immunoassay (HRP), enzyme therapy (Streptokinase).
Metal based drug interaction. Enzyme immobilization and its applications.
6. Keywords
Proteins, Peptide bond, Conformation, Enzyme, Catalysis, Kinetics, Inhibition.
35
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Cell Biology (BS C-6)
Semester – III
1. Course Objective
The objective of the course is to introduce to the students, the basic concepts and
processes in cell biology. The emphasis will be on understanding of structure and
function of cell organelles, how they communicate with each other, how cell division and
regulation occurs in somatic cells and in germ cells. The practical content of this course is
designed to understand the cellular diversity, cell measurement methods, cell division,
different staining procedures and tonicity through different laboratory excercises.
2. Course Learning Outcomes
Students will be able to understand cell and its biology which will help them to get
an insight into the origin of cells, cell diversity, cellular structure, survival and
function.
Students will learn the basic difference between prokaryotic and eukaryotic cells,
various components of membranes and organelles, how cells obtain energy,
synthesize new molecules, proliferate and communicate.
Students will acquire knowledge about how cells divide by means of meiosis and
mitosis and will be able to correlate different factors which control cell cycle
progression.
They will learn and appreciate the role of receptors and ligands in cell signalling.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: An Overview of Cells, Cell Wall and Cell Membrane No. of Hours: 12
History of cell biology, cell theory, overview of prokartyotic and eukaryotic cells, plant
and animal cells, phages, virioids, mycoplasmas, prions.Cell wall, distribution, chemical
composition, functions and variations in prokaryotic and eukaryotic cells (primary and
secondary wall). Structure and functions of membrane, models of membrane structure,
transport across membranes (with examples): simple diffusion, facilitated diffusion,
active transport (Na+/K+ pumps, sodium/glucose symport, proton pumps) and passive
transport. Phagocytosis, pinocytosis, exocytosis.
Unit II: Mitochondria, Chloroplasts, and Nucleus and Glyoxysomes No. of Hours: 8
Structural organization and function of mitochondria, chloroplast and nucleus, (electron
transport chain and oxidative phosphorylation), marker enzymes, biogenesis of
mitochondria and chloroplasts, transport in mitochondria and chloroplasts (Tim/Tom;
Tic/Toc) and semi-autonomous nature of mitochondria and chloroplast. Nuclear
36
envelope, structure of nuclear pore complex, nuclear lamina, transport across nuclear
membrane. Glyoxysomes function.
Unit III: Cytoskeleton system, Cellular Movement, Extra Cellular Matrix and Cell
interactions. No. of Hours: 8
Structure and organization of microfilaments, intermediate filaments, microtubules, their
functions, role of motor proteins (Kinesin, Dynein, myosin) in cellular movement, cilia
and flagella. Extracellular matrix: composition and function (collagens, elastins,
adhesive glycoproteins, fibronectins, integrins). Glycocalyx, cell-cell junctions, adhesive
junctions, gap junctions and tight junctions.
Unit IV: Endomembrane system and peroxisomes No. of Hours: 8
Structure and functions of endoplasmic reticulum and Golgi apparatus, protein
trafficking, coated vesicles in cellular transport processes, GERL. Structure, polymorphic
form and functions of lysosomes. Structure and function of peroxisomes.
Unit V: Signal transduction mechanism No. of Hours: 4
Signaling molecules and their receptors, functions, brief introduction of the six types of
signaling pathways, intracellular signal transduction pathways, GPCR, protein kinase
associated receptors.
Unit VI: Cell cycle and regulation, programmed cell death and cancer No. of Hours: 8
Overview of cell cycle. Regulation: Various check points and the role of cyclins and
Cdks. Overview of mitosis and meiosis. Programmed Cell Death.Biology and elementary
knowledge of development and causes of cancer. Salient features of transformed cells.
Tumor viruses, oncogenes and suppressor genes.
3.2 PRACTICALS
TOTALHOURS: 48 CREDIT: 2
1. Estimation of cell size by micrometry.
2. To study plasmolysis and deplasmolysis in cell.
3. To identify Gram positive and Gram negative bacteria by Gram staining.
4. Preparation of temporary slides of the following (any two):
i. Cytochemical staining of polysaccharides by PAS
ii. Cytochemical staining of proteins by Bromophenol blue
iii. Cytochemical staining of mitochondria by Janus Green B.
5. Study of ultastructure of cell (Plasma membrane, Nucleus, Nuclear Pore Complex,
Chloroplast, Mitochondrion, Golgi bodies, Lysosomes)
6. Study of different stages of mitosis by temporary preparation/ permanent slides of
onion root tips.
7. Study of different stages of meiosis by temporary preparation /permanent slides.
37
3.3 REFERENCES
1. Becker, W. M., Kleinsmith, L. J., Bertni, G. P. (2009).The World of the Cell (7th
Ed.). Pearson Benjamin Cummings Publishing, San Fransisco.
2. Cooper, G.M. and Hausman, R.E., (2009). The Cell: A Molecular Approach.(7th
ed.). ASM Press & Sunderland (Washington DC), Sinauer Associates, MA.
3. Karp, G., (2010). Cell and Molecular Biology: Concepts and Experiments (8th ed.).
John Wiley & Sons.
Additional Reading
1. EDP De Robertis, and RE De Robertis (2009).Cell and Molecular Biology (8th
Ed.). Lippincott Williams and Wilkins, Philadelphia.
2. Nelson, D.L. and Cox, M.M. (2017). Lehninger: Principles of Biochemistry
(7th
ed.). W.H. Freeman & Company (New York).
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I.
1. Students will learn about
the origin of cells, cell
diversity, cellular structure,
survival and function.
2.
Traditional chalk and board
method with power-point
presentations. Group
Discussions with examples.
Assignments will be
given to enhance the
learning and
understanding.
II. 3. The students will learn
about structural
organization and function
of mitochondria,
chloroplast, nucleus and
Glyoxysomes
Traditional chalk and talk
method of teaching;
powerpoint presentations;
Regular question-
answer sessions in the
class. Class tests will
be conducted for
internal assessment
III. 4. The students will learn
about various cellular
movements and how cell
communicate with each
other
5.
Traditional chalk and talk
method of teaching;
powerpoint presentations;
Diagrams or additional
material may be shown as
slides.
Problem solving
assignments, regular
question answer
sessions, MCQs and
unit-test for internal
assessment
IV 6. Students will learn about
about endomembrane
system and protein
trafficking
7.
Traditional chalk and talk
method; powerpoint
presentations; Students will be
encouraged for group
discussions.
Regular question-
answer sessions in the
class. Class tests will
be conducted for
internal assessment.
V. Students will be able to Power point presentations; Various analytical
38
explain role of receptors
and ligands in cell signaling
Chalk and board method of
teaching; Student interaction
in class.
problems will be
assigned to students
related to cell
signaling.
VI. Students will learn about
how cells divides and about
different factors which
control cell cycle
progression and how
unregulated cell division
leads to cancer
Chalk & board method of
teaching; Group discussions;
Powerpoint presentations to
enhance understanding.
Problems will be
assigned to test
student‟s analytical
ability. Assignments
to enhance the
learning and
understanding.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: History of cell biology, cell theory, overview of prokartyotic and eukaryotic
cells, plant and animal cells, phages, virioids, mycoplasmas, prions.
Week 2: Cell wall, distribution, chemical composition, functions. variations in
prokaryotic and eukaryotic cells (primary and secondary wall). Structure and functions of
membrane, models of membrane structure,
Week 3: Transport across membranes (with examples): simple diffusion, facilitated
diffusion, active transport (Na+/K+ pumps, sodium/glucose symport, proton pumps) and
passive transport. phagocytosis, pinocytosis, exocytosis.
Week 4: Structural organization and function of mitochondria, chloroplast and nucleus,
(electron transport chain and oxidative phosphorylation), marker enzymes, biogenesis of
mitochondria and chloroplasts, transport in mitochondria and chloroplasts (Tim/Tom;
Tic/Toc) and semi-autonomous nature of mitochondria and chloroplast.
Week 5: Nuclear envelope, structure of nuclear pore complex, nuclear lamina, transport
across nuclear membrane. Glyoxysomes function.
Week 6: Structure and organization of microfilaments, intermediate filaments,
microtubules, their functions, role of motor proteins (Kinesin, Dynein, myosin) in
cellular movement, cilia and flagella.
Week 7: Extracellular matrix: composition and function (collagens, elastins, adhesive
glycoproteins, fibronectins, integrins). Glycocalyx, cell-cell junctions, adhesive
junctions, gap junctions and tight junctions.
Week 8: Structure and functions of endoplasmic reticulum and Golgi apparatus, protein
trafficking, coated vesicles in cellular transport processes, GERL.
Week 9: Structure, polymorphic form and functions of lysosomes. Structure and function
of peroxisomes.
39
Week 10: Signaling molecules and their receptors, functions, brief introduction of the six
types of signaling pathways, intracellular signal transduction pathways, GPCR , protein
kinase associated receptors.
Week 11: Overview of cell cycle. Regulation: Various check points and the role of
cyclins and Cdks. Overview of mitosis and meiosis.
Week 12: Programmed Cell Death. Biology and elementary knowledge of development
and causes of cancer. Salient features of transformed cells. Tumor viruses, oncogenes
and suppressor genes.
6. Keywords
Cell Structure, Cell cycle, Organelles, Mitochondria, Cytoskeleton, Nucleus.
40
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Ecology (BS C-7)
Semester – III
1. Course Objective
The course will enable students to understand the basic concepts in ecology and levels of
organization. It will help them understand various aspects of a population and interactions
among individuals of same as well as different species. It will help them to understand the
structure and functions of community and its processes. Students will be able to
understand the components of an ecosystem, energy flow and nutrient cycling. The course
covers basics concepts as well as applied aspects required in restoration of degraded
ecosystems. Students will be able to understand trade-off in life history characteristics of
organism and various behaviours shown by organisms.
2. Course Learning Outcomes
Students will be able to comprehend the principles and applications of ecology and
ecosystem.
The course will create awareness about the importance of ecosystem in general and the
effects of changes in ecosystem.
Students will understand the techniques used for the quantitative and qualitative
estimation of biotic and abiotic components of an ecosystem.
Students will gain knowledge about the density, frequency and diversity of species in
an ecosystem.
Students will understand the key factors responsible for changes in natural ecosystem
such as urbanization and human interference.
Students will perform literature review; scientific writing as well as presentations; and
participate in citizen science initiatives from an ecological perspective.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction to Ecology No. of Hours: 6
Relevance of studying ecology, History of ecology, Autecology and synecology, levels
ofOrganization, Laws of limiting factors (Liebig‟s law of minimum, Shelford‟s law of
tolerance), ecological range (Eury, Steno). Ecological factors (abiotic and biotic):
temperature, light and soil.
Unit II: Population Ecology No. of Hours: 14
Population: Unitary and Modular populations; Metapopulation: Density, natality,
mortality,life tables, fecundity tables, survivorship curves, age ratio, sex ratio, dispersal
41
and dispersion;carrying capacity, population dynamics (exponential and logistic growth
equation andpatterns), r and K selection, density-dependent and independent population
regulation; Niche concept, Population interactions: Positive and negative interactions;
Competition, Gause‟s Principle for competition with laboratory and field examples,
Lotka-Volterra equation for predation.
Unit III: Community Ecology No. of Hours: 8
Community structure: Dominance, diversity, species richness, abundance, stratification;
Diversity indices; Ecotone and edge effect; Community dynamics (succession):
Primary and secondary succession, Succession on a bare rock. Climax: monoclimax
and polyclimax concepts (preclimax, postclimax, disclimax etc.). Concept of keystone,
indicator, umbrella and flagship species.
Unit IV: Ecosystem Ecology No. of Hours: 8
Concept, components, types of ecosystem with one example of Pond ecosystem in
detail (abiotic and biotic components, BOD, eutrophication).Energy flow (Grazing and
Detritus food chain), linear and Y-shaped energy flow model, food web.Ecological
pyramids and Ecological efficiencies.Nutrient cycle with one example of Nitrogen
cycle.
Unit V: Restoration Ecology No. of Hours: 6
Introduction to ecology of perturbance; Major ecological disturbances (Physical and
biological origin): Flood, fire invasive species, anthropogenic disturbance;
Management of degraded ecosystems.
Unit VI: Behavioral Ecology No. of Hours: 6
Social, reproductive and territorial behavior, Evolution of optimal life history, Trade-
offs, semelparity and iteroparity.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. (a) To understand the principle and working of ecological instruments such as
Anemometer, Hygrometer, Luxmeter, Rain gauge, turbidity meter, pH meter, Soil
thermometer, Min-Max thermometer.
(b) To observe and record microclimatic variations (light intensity, temperature
and wind velocity) at different sites in the campus.
2. (a) To study biotic interactions using specimens/ photographs/ permanent slides of
Parasitic angiosperms, Saprophytic angiosperms, root nodules, velamen roots and
lichens
(b) To study plant-microbe interactions by preparing temporary stained mounts of
VAM fungi / mycorrhizal roots
42
3. To determine a minimal quadrat area for sampling and determine density,
frequency and abundance of the vegetation by quadrat method
4. (a) To determine the texture, density, bulk density, particle density and pore space
in the given soil sample
(b) To determine pH, Cl, SO4, NO3, base deficiency, organic matter, cation
exchange capacity in the given soil sample
5. To estimate dissolved oxygen content of given water sample using Winkler's
method.
6. Plotting of survivorship curves from hypothetical life table data.
3.3 REFERENCES
1. Barrick, M., Odum, E. P., Barrett, G. W., (2005).Fundamentals of Ecology.5th
Edition.Cengage Learning.
2. Miller, G., T., & Spoolman, S..(2016).19th
Edition.Living in the Environment.
Cengage Learning.
3. Ricklefs, R. E., & Miller, G. L., (2000).Ecology, 4th
Edition W.H. Freeman.
4. Sharma, P. D. (2017). Ecology and Environment.13th
Edition.Meerut: Rastogi
Publications.
5. Smith, T. M..& Smith, R. L.(2012). Elements of Ecology 8th
Edition. Pearson.
MOOCs
1. 'Ecology: Ecosystem Dynamics and Conservation from American Museum of
Natural History on Courserahttps://www.classcentral.com/course/coursera-ecology-
ecosystem-dynamics-and-conservation-10618
2. http://www.usu.edu/search/?q=Gray_March_26_DisturbanceEcology
3. https://alison.com/course/diploma-in-ecology-studies
4. https://swayam.gov.in/ Any ecology based online course that may be available
during the semester, depending on its relevance to the present syllabus
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning Outcomes Teaching and Learning
Activity
Assessment Tasks
I Students will learn about the
basics concepts in ecology, levels
of organization and laws
governing ecological interactions
Teaching using chalk and
board; Power point
presentations; discussion
sessions in the class
Oral questions will be
asked in the class. Class
tests will be conducted
for internal assessment
II Students will learn about
characteristics of a population, its
dynamics and regulation. They
will learn about competition and
predation in detail among various
intra and interspecific
interactions.
Power point presentations;
Teaching using chalk and
board; Oral discussion
sessions in the class and
associated practicals
Oral questions will be
asked in the class. Class
tests will be conducted
for internal assessment.
Assignments to test their
understanding of the unit
III Students will be able to define
community and enlist different
characters of community. They
Teaching using chalk and
board; Power point
presentations; Group
Class tests will be
conducted for internal
assessment. Students
43
will be able to explain process of
succession and concepts
associated with climax
discussion sessions in the
class and practicals. Field
visits and visit to a
Biodiversity Park will
provide students a practical
or hands on knowledge of
the subject.
will be given worksheets
/ assignments to test
their understanding of
the unit
IV Students will understand the
concept of ecosystem, its
structure and function and
dynamics.
Teaching using chalk and
board; Power point
presentations; Oral
discussion sessions in the
class; Role play
Class tests will be
conducted for internal
assessment. Students
will be given worksheets
/ assignments to test
their understanding.
V Students will know how
disturbances can upset various
ecosystems and humans. They
will learn how degraded
ecosystems can be managed.
The case study approach
with real-life examples from
the field to get a better
understanding of the subject
and its applications.
Students will be given
assignments to test their
understanding of the
concepts.
VI Students will be able to
understand trade-off in life
history characteristics of
organism and various behaviours
shown by organisms.
Teaching using chalk and
board; Power point
presentations; Group
discussion sessions in the
class
Students will be given
assignments to test their
understanding of the unit
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Relevance of studying ecology, History of ecology. Population: Unitary and
Modular populations; Metapopulation: Density, natality, mortality, dispersal and
dispersion
Week 2: Autecology and synecology, levels of Organization. Laws of limiting factors
(Liebig‟s law of minimum, Shelford‟s law of tolerance), ecological range (Eury, Steno).
Life tables , Fecundity tables
Week 3: Ecological factors (abiotic and biotic): temperature, light ,Soil- characteristics
and horizons. Survivorship curves, age ratio, sex ratio, Carrying capacity.
Week 4: Community structure: Dominance, diversity, species richness, abundance,
stratification; Diversity indices . Population dynamics (exponential and logistic growth
equation and patterns) continued in week 5
Week 5: Ecotone and edge effect; Community dynamics (succession): Primary and
secondary succession. Population dynamics (exponential and logistic growth equation
and patterns) density-dependent and independent population regulation
Week 6: Succession on a bare rock.Climax: monoclimax and polyclimax concepts
(preclimax, postclimax, disclimax etc.). Population interactions: Positive and negative
interactions; Niche concept
44
Week 7: Concept of keystone, indicator, umbrella and flagship species. Competition,
Gause‟s Principle for competition with laboratory and field examples
Week 8: Concept, components, types of ecosystem with one example of Pond ecosystem
in detail (abiotic and biotic components .Lotka-Volterra equation for predation.
Week 9: BOD, eutrophication).Energy flow (Grazing and Detritus food chain), linear and
Y-shaped energy flow model, food web.Nutrient cycle with one example of Nitrogen
cycle.
Week 10: Introduction to ecology of perturbance; Major ecological disturbances
(Physical and biological origin) Social, reproductive and territorial behavior
Week 11: Flood, fire invasive species, anthropogenic disturbance .Evolution of optimal
life history.r and K selection.
Week 12: Management of degraded ecosystems. Trade-offs, semelparity and iteroparity.
6. Keywords:
Population, Niche, Behavioral Ecology, Predation, Community, Degraded Ecosystem.
45
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Systems Physiology (BS C-8)
Semester –IV
1. Course Objective
The course provides an understanding of fundamental principles of animal physiology
and how these principles are incorporated into adaptations of different animal groups.
The curriculum emphasizes on integrating the knowledge of how systems within diverse
organisms function and respond to changes in their environment. A comprehensive way
to understand the complexity of an organ system is to cover the comparative aspects of
animal physiology. An applied theme of the paper is based on the “Krogh's principle”,
named after the Danish physiologist August Krogh, winner of the Nobel Prize in
Physiology in 1920, which proposes use of specific organisms convenient to study
specific questions to address the central concept of evolutionary adaptations. This
approach proves to be of practical value and provides the basis to understand vital
functions in organisms.
2. Course Learning Outcomes
Students will know how animals obtain energy from their environment.
Students will understand the unique role of various organs and organ systems in
performing various vital functions.
Students will understand the role of physiology in adapting to various environments.
Students will appreciate the importance of homeostasis in different animals.
Students will learn to apply critical thinking and integrate scientific knowledge to
understand the basic physiological principles which led to diverse evolutionary
adaptations.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Production of Energy No. of Hours: 7
Feeding patterns found in different animals; Intracellular and extracellular digestion,
digestive enzymes, cellulose digestion in animals
Unit II: Gas Exchange In Organisms No. of Hours: 7
Physiology of aquatic and terrestrial breathing; respiratory organs in aquatic and terrestrial
organisms: tracheain insects, gills in fishes, lungs in birds; role of skin in respiration
Unit III: Bulk Transport No. of Hours: 8
46
General plan of circulatory system in invertebrates and vertebrates: closed and open
systemof circulation, single circulation and double circulation: circulation patterns of
cockroach, bony fishes and amphibians.Components of blood and its
functions.Physiology of vertebrate heart: cardiac output, regulation of heartbeat-
Starling‟s law
Unit IV: Regulatory Physiology No. of Hours: 18
Homeostasis in animals: regulation of water and solutes in aquatic and terrestrial
animals; osmoconformers and osmoregulators; osmoregulatory organs: gills in fishes,
rectal glands and nasal glands in birds; physiology of osmoregulation in marine
invertebrates, elasmobranchs and bony fishes (freshwater and marine); water balance in
terrestrial animals: arthropods and kangaroo rat
Excretion of nitrogenous wastes in animals: contractile vacuole,nephridia and
malphigian tubules; ammonotelic,ureotelic and uricotelic organisms.
Patterns of thermoregulation: heat exchange with the environment. Ectotherms:
tolerance to high temperature (lethal temperature), tolerance to cold and freezing
temperature (freeze tolerant and intolerant animals). Endotherms: thermogenesis and
regulation of body temperature. Structural and functional adaptations to temperature
stress (taking examples of arctic fox, penguins, and camels)
Unit V: Integrative Physiology No. of Hours: 8
An overview of neuronal structure and function; general principles of sensory
physiology- chemoreceptors (gustatory and olfactory); mechanoreceptors (statocyst in
invertebrates and lateral line system of fishes);sonar system in bats; electroreceptors
(electric organs in fishes); thermoreceptors.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. Effect of isotonic, hypotonic and hypertonic saline solutions on erythrocytes
2. Preparation of temporary mounts: nerve cells
3. Enumeration of white blood cells using haemocytometer
4. Preparation of blood smear and Differential Leucocyte Count (D.L.C)
5. Study of permanent slides of mammalian oesophagus, stomach, ileum, rectum,
liver, trachea, lung, kidney, skin
6. Mounting of septal and pharyngeal nephridia of earthworm (subject to UGC
guidelines).
3.3 REFERENCES
1. Moyes, C. D., & Schulte, P. M. (2008). Principles of Animal Physiology. San
Francisco, CA: Pearson/Benjamin Cummings.
2. Randall, D. C., Burggren, W. W., & French, K. (2002). Eckert Animal Physiology.
New York: W. H. Freeman.
3. Schmidt-Nielsen, K. (2010). Animal Physiology: Adaptation and Environment.
Cambridge: Cambridge University Press.
47
Additional Sources
1. Prakash, G. (2012). Lab Manual on Blood Analysis and Medical Diagnostics. S.
Chand and Co. Ltd.
2. Reece, J. B., & Campbell, N. A. (2011). Campbell Biology. Boston: Benjamin
Cummings / Pearson.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I Students will learn how
animals obtain energy
from their environment.
The traditional chalk and talk
method supplemented with
power point presentations;
Discussion of e-resources.
Study of digestive organs
with help of histology
sections
Oral questions will be
asked in the class.
Students will be asked to
gather
information/videos from
reputed online sources
explaining functioning of
various systems.
II Students will learn about
the respiratory physiology
of aquatic and aerial
organisms.
The traditional chalk and talk
method supplemented with
power point presentations;
Oral discussion sessions in
the class.Short video
demonstrations displaying
respiration process
Problems will be
assigned to encourage
them to explore more
about the concept. Class
tests will be conducted
for internal assessment
III Students will learn about
the circulatory system in
invertebrates and
vertebrates, blood
components in various
organisms and physiology
of vertebrate heart.
The traditional chalk and talk
method supplemented with
power point presentations;
Students will study blood
cells under a microscope
Oral questions will be
asked in the class.
Problems will be
assigned to test student‟s
analytical ability.Class
tests will be conducted
for internal assessment
IV Students will learn the
importance of
homeostasis in different
animals
The traditional chalk and talk
method supplemented with
power point presentations;
Students will observe effect
of osmosis on erythrocytes
Oral questions will be
asked in the class. Class
tests will be conducted
for internal assessment
V Students will learn about
the integration of different
systems and its
importance
Students will prepare nerve
cell mounts;
Visit of students to an
Institute of Eminence/
Organizing talks by eminent
scientists/ physicians
Students will be asked to
give short presentations
related to the integration
of various systems.
(**Assessment tasks enlisted here are indicative in nature)
48
5. Teaching Plan
Week 1: Feeding patterns found in different animals; Intracellular and extracellular
digestion.
Week 2: Digestive enzymes, cellulose digestion in animals. Physiology of aquatic and
terrestrial breathing.
Week 3: Respiratory organs in aquatic and terrestrial organisms: trachea in insects, gills
in fishes.
Week 4: Respiratory organs in terrestrial organisms: lungs in birds; role of skin in
respiration. General plan of circulatory system in invertebrates and vertebrates: closed
and open system of circulation, single circulation and double circulation: circulation
patterns of cockroach.
Week 5: Circulation patterns of bony fishes and amphibians. Components of blood and
its functions. Physiology of vertebrate heart: cardiac output.
Week 6: Physiology of vertebrate heart: regulation of heartbeat- Starling‟s law.
Homeostasis in animals: regulation of water and solutes in aquatic and terrestrial
animals; osmoconformers and osmoregulators.
Week 7: Osmoregulatory organs: gills in fishes, rectal glands and nasal glands in birds;
physiology of osmoregulation in marine invertebrates, elasmobranchs and bony fishes
(freshwater and marine).
Week 8: Water balance in terrestrial animals: arthropods and kangaroo rat. Excretion of
nitrogenous wastes in animals: contractile vacuole, nephridia and malphigian tubules;
ammonotelic, ureotelic and uricotelic organisms.
Week 9: Patterns of thermoregulation: heat exchange with the environment. Ectotherms:
tolerance to high temperature (lethal temperature), tolerance to cold and freezing
temperature (freeze tolerant and intolerant animals).
Week 10: Endotherms: thermogenesis and regulation of body temperature. Structural and
functional adaptations to temperature stress (taking examples of arctic fox, penguins, and
camels)
Week 11: An overview of neuronal structure and function; general principles of sensory
physiology- chemoreceptors (gustatory and olfactory);
Week 12: General principles of sensory physiology- mechanoreceptors (statocyst in
invertebrates and lateral line system of fishes); sonar system in bats; electroreceptors
(electric organs in fishes); thermoreceptors.
6. Keywords
Homeostasis, Buoyancy, Respiration, Sensory physiology, Osmoregulation,
Thermoregulation.
49
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Molecular Biology (BS C-9)
Semester – IV
1. Course Objective
The objective of the course is to introduce to the students the basic knowledge about how
DNA is replicated, how genes are transcribed and how the process of translation takes
place in prokaryotes and eukaryotes. The students can apply this knowledge in enhancing
their analytical and problem solving skills and to develop an interest in the field of
molecular biology to pursue research. It will also enable the students to apply the
knowledge gained to tackle various challenges in pharmacology and medicine.
2. Course Learning Outcomes
Students will acquire basic knowledge about the structure of DNA, about organization
of genome in various life forms and how DNA is replicated in cells.
Students will acquire basic knowledge about the process of transcription, RNA
processing and translation in prokaryotes and eukaryotes.
Students will learn about the various ways in which the DNA can be damaged leading
to mutations and lesions and different ways to repair DNA damage.
Students will learn about the various ways in which these biological processes are
regulated and the significance of regulation in maintaining life forms.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Nucleic Acids: Structure and Organization No. of Hours: 8
History of discovery of DNA, features of the double helix, various forms of DNA.
Denaturation and reassociation of DNA, hyperchromicity, melting temperature, factors
affecting Tm of DNA molecules.Types of RNA and their structure.Definition of a gene,
organization of genes in viruses, bacteria and eukaryotes. Complexity of eukaryotic
genes and chromosomes, supercoiling of DNA and its importance, linking number,
topoisomerases, inhibitors of topoisomerases and their application in medicine,
Nucleosome structure and packaging of DNA into higher order structures.
Unit II: Replication of DNA No. of Hours: 8
General features of DNA replication, the chemistry of DNA synthesis, DNA polymerase,
the replication fork, enzymes and proteins in DNA replication, E coli DNA polymerases,
stages of replication-initiation, elongation and termination, origin of replication,
replication in eukaryotes, end replication problem, telomerase, various modes of
50
replication. Comparison of replication in prokaryotes and eukaryotes.Inhibitors of
replication.
Unit III: Transcription and RNA processing No. of Hours: 12
DNA-dependent RNA polymerase, sigma factor, bacterial promoters, identification of
DNA binding sites by DNA footprinting, three stages of RNA synthesis (initiation,
elongation and termination), rho-dependent and rho-independent termination,
Transcription in eukaryotes, Transcription factors, inhibitors of transcription and
applications as antibiotics. RNA processing, modification of eukaryotic mRNA at the 5‟
and the 3‟ end, splicing introns, alternative splicing, exon shuffling and RNA editing,
processing of rRNAs and tRNAs.
Unit IV: Translation No. of Hours: 8
Features of the genetic code, triplet nature, degeneracy, wobble hypothesis. Experimental
approaches used to decipher the genetic code. The ribosome as a supramolecular
machine, structure of tRNAs. The five stages of protein biosynthesis, charging of tRNAs,
aminoacyl-tRNA synthetases, initiation in prokaryotes and in eukaryotes, elongation,
termination. Inhibitors of protein synthesis and their application in medicine.
Unit V: DNA damage and Repair No. of Hours: 4
Molecular basis of mutations, types of mutations - transition, transversion, frame shift
mutations. DNA damage by hydrolysis, alkylation, oxidation and radiation.Mutations
caused by base analogs and intercalating agents.Ames test. Replication errors and their
repair, mismatch repair system. Repair of DNA damage-direct reversal of DNA damage,
base excision repair, nucleotide excision repair, translesion DNA synthesis.
Unit VI: Regulation of Gene expression No. of Hours: 8
Principles of gene regulation, negative and positive regulation, concept of operons,
regulatory proteins, activators, repressors, DNA binding domains.Regulation of gene
expression in bacteria, lac operon and trp operon, induction of SOS response, synthesis
of ribosomal proteins. Overview of regulation of gene expression in eukaryotes,
heterochromatin, euchromatin, chromatin remodeling, DNA binding activators and co-
activators, regulation of galactose metabolism genes in yeast, Riboswitches, RNA
interference, siRNA, miRNA.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDIT: 2
1. Identification of nucleotide bases by paper chromatography
2. Ultraviolet absorption spectrum of DNA/RNA
3. Determination of DNA concentration by A260nm
4. Quantitative estimation of DNA by DPA method
5. Quantitative estimation of RNA by orcinol method
6. Isolation of chromosomal DNA and to assess the purity by A260/A280 Ratio
7. Isolation of total RNA from bacteria/yeast
51
3.3 REFERENCES
1. Nelson, D.L. and Cox, M.M., (2013). Lehninger: Principles of Biochemistry. 6th
ed., W.H. Freeman & Company (New York).
2. Watson, J.D., Baker, T.A., Bell, S.P., Gann, A., Levine, M. and Losick, R., (2008).
Molecular Biology of the Gene. 6th ed., Cold Spring Harbor Laboratory Press,
Cold Spring Harbor (New York).
Additional Reading
1. Benjamin Lewin; Jocelyn E Krebs; Stephen T Kilpatrick; Elliott S Goldstein
(2018). Lewin's Gene X , 10th
Edition. Bartlett Learning Publishers, LLC.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I.
Students will learn about the
double helical structure of
DNA and understand the
importance of supercoiling of
DNA.
Traditional chalk and board
method with power-point
presentations. Group
Discussions with examples.
Problems will be assigned to
test student‟s analytical
ability. Assignments to
enhance the learning and
understanding.
II. Students will learn about DNA
replication and various
proteins and enzymes involved
in replication.
Traditional chalk and board
method with power-point
presentations. . Group
Discussions with examples.
Regular question- answer
sessions in the class. Class
tests will be conducted for
internal assessment
III. The student will learn about
transcription and applications
of transcription inhibitors and
about how RNA processed in
the cell.
Group discussions. Some
experiments can be
designed into small projects
to cultivate critical thinking
skills.
Problem solving assignments,
regular question answer
sessions, MCQs and unit-test
for internal assessment
IV The students will learn about
features of genetic code and
about the process of
translation.
Digital initiatives such as
the Swayam portal,
National digital library and
open education resources.
Regular question- answer
sessions in the class. Class
tests will be conducted for
internal assessment.
V. Students will learn about
different sources of mutations
and various DNA repair
mechanisms.
Teaching using chalk and
board; Power point
presentations; Oral
discussion sessions in the
class.
Various analytical problems
will be assigned to students
related to DNA repair and
related disorders.
VI. The students will gain
knowledge about regulation of gene expression
concept of operon and
regulatory RNAs.
Traditional chalk & board
method with power-point
presentations.
Problems will be assigned to
test student‟s analytical
ability. Assignments to
enhance the learning and
understanding.
(**Assessment tasks enlisted here are indicative in nature)
52
5. Teaching Plan
Week 1: History of discovery of DNA, features of the double helix, various forms of
DNA. Denaturation and reassociation of DNA, Hyperchromicity, melting temperature,
factors affecting Tm of DNA molecules.Types of RNA and their structure.
Week 2: Definition of a gene, organization of genes in viruses, bacteria and eukaryotes.
Supercoiling of DNA and its importance, linking number, topoisomerases, inhibitors of
topoisomerases and their application in medicine, Nucleosome structure and packaging
of DNA into higher order structures.
Week 3: General features of DNA replication, the chemistry of DNA synthesis, DNA
polymerase, the replication fork, enzymes and proteins in DNA replication. E coli DNA
polymerases.
Week 4: Stages of replication-initiation, elongation and termination, origin of
replication.Replication in eukaryotes, end replication problem, telomerase, various
modes of replication.Comparison of replication in prokaryotes and
eukaryotes.Inhibitors of replication.
Week 5: DNA-dependent RNA polymerase, sigma factor, bacterial promoters,
identification of DNA binding sites by DNA footprinting, three stages of RNA
synthesis (initiation, elongation and termination), rho-dependent and rho-independent
termination.
Week 6: Transcription in eukaryotes, Transcription factors, inhibitors of transcription
and applications as antibiotics.
Week 7: RNA processing, modification of eukaryotic mRNA at the 5‟ and the 3‟ end,
splicing introns, alternative splicing, exon shuffling and RNA editing, processing of
rRNAs and tRNAs.
Week 8: Features of the genetic code, triplet nature, degeneracy, wobble hypothesis.
Experimental approaches used to decipher the genetic code. The ribosome as a
supramolecular machine, structure of tRNAs.
Week 9: The five stages of protein biosynthesis, charging of tRNAs, aminoacyl-tRNA
synthetases, initiation in prokaryotes and in eukaryotes, elongation, termination.
Inhibitors of protein synthesis and their application in medicine.
Week 10: Molecular basis of mutations, types of mutations - transition, transversion,
frame shift mutations. DNA damage by hydrolysis, alkylation, oxidation and radiation.
Mutations caused by base analogs and intercalating agents.Ames test. Replication
errors and their repair, mismatch repair system. Repair of DNA damage-direct reversal
of DNA damage, base excision repair, nucleotide excision repair, translesion DNA
synthesis.
Week 11: Principles of gene regulation, negative and positive regulation, concept of
operons, regulatory proteins, activators, repressors, DNA binding domains. Regulation
53
of gene expression in bacteria, lac operon and trp operon, induction of SOS response,
synthesis of ribosomal proteins.
Week 12: Overview of regulation of gene expression in eukaryotes, heterochromatin,
euchromatin, chromatin remodeling, DNA binding activators and co-activators,
regulation of galactose metabolism genes in yeast, Riboswitches, RNA interference,
siRNA, miRNA.
6. Keywords
DNA double helix, DNA replication, DNA damage, Transcription, Translation, Gene
regulation.
54
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Metabolism And Integration (BS C-10)
SEMESTER – IV
1. Course Objective
The objective of this course is to offer a detailed and comprehensive knowledge about the
various metabolic pathways that are operating in the cell for providing both, energy as
well as synthesizing the major building blocks present in the cell. It also integrates all the
pathways with respect to tissue specificity under healthy conditions and the aberrations
that result in disease and disorders. It aims to empower the students for higher education
in any field related to research in biological science and in clinical medicine.
2. Course Learning Outcomes
Students will gain an understanding of the metabolic pathways operating in cell.
Students will understand of the diversity of metabolic regulation and how this is
achieved in different cell types.
Students will appreciate how these biochemical processes are inter linked and
integrated with each other.
Students will learn about and correlate the specific symptoms in clinical case
presentations to metabolic disorders.
Students will perform and analyze various biochemical assays that will enable them to
understand the concepts of clinical biochemistry.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction to Metabolism No of Hours: 8
Principles of bioenergetics, standard free energy change, metabolic roles of ATP,
phosphorylgroup transfer, nucleotidyl group transfer. Experimental approaches to
study of metabolism; primary and secondary metabolism. Energetics. Classification of
organisms based on utilization of carbon and energy sources.
Unit II: Carbohydrate and Lipid Metabolism No of Hours: 16
Carbohydrates metabolism - Glycolysis, alcoholic and lactic acid fermentation,
Pasteur Effect, gluconeogenesis, Cori cycle, glucose-alanine cycle, futile cycle.TCA
cycle, HMP shunt, glycogen metabolism. Lipid metabolism - Mobilization of
triglycerides, metabolism of glycerol, β-oxidation of saturated, monounsaturated and
poly-unsaturated fatty acids, even and odd chain fatty acids. Ketogenesis and
significance, Biosynthesis of C-16 palmitic acid, brief overview of cholesterol
metabolism and lipoprotein cycle.
55
Unit III: Amino Acid and Nucleotide Metabolism No of Hours: 8
Protein catabolism – Transamination and deamination, Urea cycle, glycogenic and
ketogenic amino acids, secondary metabolites from amino acids.Nucleotide
metabolism – De novo and salvage pathway, porphyrin catabolism.
Unit IV: Oxidative Phosphorylation No of Hours: 4
Components, properties and function of electron transport system, chemiosmotic
hypothesis, inhibitors and uncouplers, Shuttle systems.
Unit V: Metabolic Integration No of Hours: 4
Metabolic changes during starve-feed cycle, exercise, diabetes and alcohol abuse,
xenobiotic metabolism.
Unit VI: Metabolic Disorders No of Hours: 8
Inborn errors of metabolism - Phenylketonuria, Alkaptonuria,Maple syrup and
Gauchers, Carbohydrate and metabolic disorders - fructose intolerance, lactose
intolerance, lactic acidosis, Galactosemia, genetic deficiency of Glucose-6-phosphate
dehydrogenase. Lipid and glycogen storage disorders.Lifestyle disorders - Diabetes
Mellitus and obesity. Nutritional disorders-Kwashiorkor and Marasmus.
3.2 PRACTICALS
TOTALHOURS: 48 CREDIT: 2
1. Estimation of Random Blood Glucose – Glucose Oxidase method
2. Estimation of Oral Glucose tolerance test (O-GTT).
3. Determination of Lipid Profile: Total Cholesterol (TC), High Density
Lipoproteins (HDL) and Triglycerides (TG).
4. Estimation of SGPT and SGOT in serum/plasma sample.
5. Estimation of Bilirubin in serum/plasma sample.
6. Estimation of creatinine in serum/plasma sample.
7. Estimation of Urea.
3.3 REFERENCES
1. Nelson, D. L. and Cox, M. M. Lehninger (2008). Principles of Biochemistry,
5th Ed., W.H. Freeman and Company (N.Y., USA.).
2. Peter W. Hochachka and George. N. Somero (1973). Strategies of Biochemical
Adaptation. Saunders College Publishing.
3. Schlegel H.G. (1993). General Microbiology. Cambridge University Press
Cambridge.
4. Thomas M. Devlin (2006). Text Book of Biochemistry with Clinical Correlations.
6th Ed., Wiley-Liss.
56
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning Outcomes Teaching and Learning
Activity
Assessment Tasks
I Students will learn about the
bioenergetics of metabolic
pathways, the energy-yielding
and energy-requiring reactions
in the cell.
Teaching using chalk and
board; Oral discussion
sessions in the class.
Power point presentations
may be used for
explaining certain topics.
Oral questions will be
asked in the class.
Problems will be
assigned to test
student‟s analytical
ability.
II Students will learn in detail
about carbohydrate and lipid
metabolism.
Practicals like, oral
glucose tolerance test and
lipid profile will further
enhance the
understanding of the
students.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment.
III Students will learn about amino
acid and nucleotide
metabolism.
Practicals such as
estimation of SGPT and
SGOT, bilirubin,
creatinine and urea in
serum/plasma will help
students understand
better the concepts of
amino acid metabolism.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment
IV Students will understand about
the components, properties and
function of electron transport
system.
Teaching using chalk and
board; Oral discussion
sessions in the class.
Power point presentations
may be used for
explaining certain topics
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment
V Students will learn about the
about the integration of various
metabolic pathways and
metabolic changes during
starve-feed cycle, exercise,
diabetes and alcohol abuse,
xenobiotic metabolism.
Teaching using chalk and
board; Oral discussion
sessions in the class.
Power point presentations
may be used for
explaining certain topics.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment
VI Students will learn about
inborn errors of metabolism,
disorders related to
carbohydrate metabolism, lipid
and glycogen storage, lifestyle
and nutrition.
Clinical case studies
related to metabolic
disorders will help the
students connect the core
cocept with the etiology,
symptoms and treatment
of such diseases.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment.
(**Assessment tasks enlisted here are indicative in nature)
57
5. Teaching Plan
Week 1: Principles of bioenergetics-Standard free energy change, metabolic roles of
ATP-Phosphoryl group transfer, nucleotidyl group transfer. Experimental approaches to
study of metabolism.
Week 2: Primary and secondary metabolism, Energetics, classification of organisms
based on utilization of carbon and energy sources.
Week 3: Carbohydrates metabolism - Glycolysis, alcoholic and lactic acid fermentation,
Pasteur Effect, gluconeogenesis.
Week 4: Cori cycle, glucose-alanine cycle, futile cycle, TCA cycle.
Week 5: HMP shunt, glycogen metabolism. Lipid metabolism-Mobilization of
triglycerides, metabolism of glycerol, β-oxidation of saturated, monounsaturated and
poly-unsaturated fatty acids.
Week 6: Even and odd chain fatty acids, Ketogenesis and significance, Biosynthesis of
C-16 palmitic acid, brief overview of cholesterol metabolism and lipoprotein cycle.
Week 7: Protein catabolism-Transamination and deamination, Urea cycle, glycogenic
and ketogenic amino acids secondary metabolites from amino acids.
Week 8: Nucleotide metabolism – De novo and salvage pathway, porphyrin catabolism.
Components, properties and function of electron transport system.
Week 9: Chemiosmotic hypothesis, inhibitors and uncouplers, Shuttle systems.
Week 10: Metabolic changes during starve-feed cycle, exercise, diabetes, alcohol abuse.
Week 11: Xenobiotic metabolism.Inborn errors of metabolism - Phenylketonuria,
Alkaptonuria, Maple syrup and Gauchers, Carbohydrate and metabolic disorders -
fructose intolerance, lactose intolerance, lactic acidosis, Galactosemia.
Week 12: Genetic deficiency of Glucose-6-phosphate dehydrogenase, Lipid and
glycogen storage disorders.Lifestyle disorders - Diabetes mellitus and obesity.
Nutritional disorders like, Kwashiorkor and Marasmus.
6. Keywords
Metabolism, Bioenergetics, Metabolic integration, Metabolic disorders, Oxidative
phosphorylation.
58
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Growth and Reproduction (BS C-11)
Semester V
1. Course Objectives:
The course is designed to allow students to explore the development of plant and animal
from juvenile to mature phase. The course aims to enthuse the students to explore the
myriad ways in which plants produce fruits and seeds, and encourage them to pursue
further studies in pollen biology, fruit set, seed formation and other lucrative activities in
economically important plants. The course also explores the fundamentals of
reproduction and development of animals mainly vertebrates, from fertilization to
organogenesis, primarily for the understandingof tissue differentiation and molecular
mechanisms fundamental to development of animals.
2. Course Learning Outcomes
Students will learn the path of development of plants from juvenile to senescent stages
with the accompanying genetical, cellular, physiological and morphological changes.
Students will appreciate the role of pollinators and get hands on experience of
observing patterns on pollen grains, pollen germination, embryo and endosperm
dissection, and collect seeds with different dispersal mechanisms.
Students will understand the reproductive system in animals and human beings so as
to relate with the control of population and environmental threats in the current
scenario.
Students will be able to explain how errors in development lead to congenital defects.
Students will visualize and appreciate concepts learnt in theory and apply
experimental approaches to understand these developmental events in the laboratory.
3. Course Contents:
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction to Growth and Reproduction No. of hours: 4
General growth and reproduction in plants: plant growth curves, Juvenile, Vegetative,
and Reproductive phases in growth, senescence and abscission. Reproduction and growth
in animals and human beings, Structure of male and female reproductive system
Unit II: Fertilization No. of hours: 12
Sexual reproduction in angiosperms: Structure and organisation of flower, organization
of typical tetrasporangiate anther and eight nucleate embryo sac (Polygonum type), pre-
fertilization events in plants, microgametogenesis and megagametogenesis, anther
dehiscence, pollination, pollen-pistil interaction, pollen germination, double fertilization,
pre-fertilization barriers to incompatibility.
59
Reproductive cycles: Estrus cycles (rat, pigs, cattle) and menstrual cycle in human
beings, Reproductive hormones, contraception, Gametogenesis- Spermatogenesis and
Oogenesis with reference to human.Types of eggs in animals, fertilization of oocyte by a
sperm and development of an embryo from zygote.
Unit III: Embryogenesis in Plants and Animals No. of hours: 16
Post fertilization events in plants: Types of embryogenesis, endosperm development,
types of endosperm, seed formation, seed dispersal: mechanism and agents, Apomixis:
Types and relevance, genetic regulation. Embryogenesis; Types of cleavages; Blastula;
Fate maps, Morphogenetic movements during gastrulation; Gastrulation in frog and
chick; Fate of germ layers; Neural tube formation, embryonic stem cells, Extra
Embryonic membranes in chick and mammal, Implantation, Placenta: Endocrine
functions and types based on chorionic villi distribution and histology.
Unit IV: Differentiation No. of hours: 16
Post-embryonic meristem in plants with special reference to Arabidopsis
embryogenesis.Role of meristem in differentiation, shoot apical meristem, root apical
meristem, lateral meristem (vascular and cork cambium), floral meristem, ABC model of
flowering, homeobox genes.Formation of organs during development, critical windows
of development in humans during pregnancy.Regeneration: Modes of regeneration,
epimorphosis (in salamander limb) and compensatory regeneration (Liver).
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. Study of whole mount and sections of frog (fertilized egg, 2, 4, 8, 16, 24 cell
stage, blastula, gastrula-yolk plug stage, neural plate stage, neural tube stage,
tadpole larva-external gill and internal gill stage)
2. Study of chick development from live/fertilized eggs (window viewing)
3. Study of whole mount and sections of chick (fertilized egg, primitive streak stage,
24hrs stage, 28hrs stage, 33hrs stage, 38hrs stage, 48hrs stage, 72hrs stage, 96hrs
stages) (Hamburger-Hamilton stages)
4. Study different types of mammalian placenta on the basis of histology and
morphology
5. Study different stages of micro and megagametogenesis in angiosperms-through
permanent slides
6. To study per cent pollen germination using different media
7. To study embryo development in flowering plant/slides
8. To dissect out endosperm and embryo from angiosperm seeds
9. Study of apical and lateral meristem by permanent slides
10. Survey of dispersal mechanisms of seeds
11. Project report on Visit to Zebra Fish culture Lab
60
3.3 REFERENCES
1. Bhatnagar, S. P., Dantu, P. K., & Bhojwani, S. S. (2018). The Embryology of
Angiosperms, 6th Edition.Vikas.
2. Gilbert, S. F. (2010). Developmental Biology, Ninth Edition (Ninth edition).
Sunderland, Mass: Sinauer Associates, Inc.
3. Kalthoff, K. O. (2000). Analysis of Biological Development (2 edition). Boston:
McGraw-Hill Science/Engineering/Math.
4. Raghavan, V. (2000).Developmental Biology of Flowering Plants.New York:
Springer.
5. William. J. Larsen.(2001). Human Embryology (3 edition). New York: Churchill
Livingstone.
Additional readings:
1. Carlson. (2014). Patten’s Foundation Of Embryology 6E (6 edition). McGraw
Hill Education.
2. Wolpert, L., & Tickle, C. (2011).Principles of Development (4 edition). Oxford ;
New York: OUP Oxford.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning Outcomes Teaching and Learning
Activity
Assessment Tasks
I The students will be able to
describe the various types of reproduction and growth patterns
in animals and plants and
structures associated with it.
Projection of videos or short
movies will be used. Visit to
Zebra fish lab will help
understand the process of
fertilization and early
developmental stages.
Group discussions, MCQ based tests,
paper presentations on
relevant topics. Mock
practicals and class
tests will be conducted
for internal assessment.
II The students will be able to
explain the various reproductive
cycles: Estrus cycles (rat, pigs,
cattle) and menstrual cycle in
human beings. Contraception,
Spermatogenesis and Oogenesis.
Fertilization of oocyte by a sperm
and development of an embryo
from zygote.
Students will be studying the
chick development from
live/fertilized eggs by
performing window viewing
method.Projection of videos
on the subject will be used
time to time to enhance the
understanding of the subject.
Group discussions, MCQ based tests,
paper presentations on
relevant topics. Mock
practicals and class
tests will be conducted
for internal assessment.
III The students will be able to
understand the process of
embryogenesis; Morphogenetic
movements during gastrulation;
Fate of Germ layers; Neural tube
formation, embryonic stem cells,
Implantation. Placenta: Endocrine
functions and types based on
chorionic villi distribution and
Study different types of
mammalian placenta on the
basis of histology and
morphology through
photomicrographs and
histological slides. To study embryo development
in flowering plant-slides only.
To dissect out endosperm and
Group discussions, MCQ based tests,
paper presentations on
relevant topics. Mock
practicals, Assignments and Class
tests will be conducted
for internal assessment.
61
histology. Explain and describe
type of embryogenesis in plants;
concept of Apomixis.
embryo from angiosperm
seeds.
IV The students will be able to
describe the formation of organs
during development, critical
windows of development in
humans during pregnancy. Regeneration: Modes of
regeneration, epimorphosis and
compensatory regeneration. List
different types of meristems and
genetic regulation of floral
meristem.
Study of whole mount and
sections of Chick through
different developmental stages
will be observed to know the
developmental time line of
organs formation. Study of
apical and lateral meristem by
permanent slides
Group discussions, MCQ based tests,
paper presentations on
relevant topics. Mock
practicals. Assignments and Class
tests will be conducted
for internal assessment.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: General growth and reproduction in plants: plant growth curves, Juvenile,
Vegetative, and Reproductive phases in growth, senescence, abscission. Reproduction
and growth in animals and human beings, Structure of male and female reproductive
system.
Week 2: Sexual reproduction in angiosperms: Structure and organisation of
flower.Reproductive cycles: Estrus cycles (rat, pigs, cattle) and menstrual cycle in
human beings.
Week 3: Organization of typical tetrasporangiate anther and eight nucleate embryo sac
(Polygonum type), Reproductive hormones, contraception.
Week 4: Pre-fertilization events in plants – microgametogenesis and
megagametogenesis, anther dehiscence.Gametogenesis- Spermatogenesis and
Oogenesis w.r.t human.Types of eggs in animals
Week 5: Pollination, pollen-pistil interaction, pollen germination, double fertilization,
pre-fertilization barriers to incompatibility.Fertilization of oocyte by a sperm and
development of an embryo from zygote.
Week 6: Post fertilization events in plants: Types of embryogenesis.Embryogenesis;
Types of Cleavages; Blastula; Fate maps, Morphogenetic movements during
gastrulation
Week 7: Endosperm development, types of endospermGastrulation in frog and chick;
Fate of germ layers
Week 8: Seed formation, seed dispersal: mechanism and agents.Neural tube formation,
embryonic stem cells, Extra embryonic membranes in chick and mammal.
62
Week 9: Seed formation, seed dispersal: mechanism and agents, Apomixis: Types and
relevance, genetic regulation Placenta: Endocrine functions and types based on
chorionic villi distribution and histology
Week 10: Post-embryonic meristem in plants with special reference to Arabidopsis
embryogenesis.Formation of organs during development.
Week 11: Role of meristem in differentiation, shoot apical meristem, root apical
meristem, lateral meristem (vascular and cork cambium), floral meristem.Critical
windows of development in humans during pregnancy.
Week 12: ABC model of flowering, homeobox genes.Regeneration: Modes of
regeneration, epimorphosis (in salamander limb) and compensatory regeneration
(Liver).
6.Keywords
Growth, Reproduction, Feritilization, Embryogenesis, Differentiation, Regeneration
63
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Genetics (BS C-12)
Semester V
1. Course Objective
The course in designed to provide the students with an understanding of both classical
and modern concepts in genetics. Special emphasis has been laid on the areas of
transmission genetics, molecular and developmental genetics, mapping techniques,
chromosomal aberrations and population genetics. Practicals are well correlated with
the theory topics and facilitate skill-oriented learning outcomes.
2. Course Learning Outcomes
Students will understand the concept of genotype and phenotype, describe the basic
principles of Mendelian genetics and appreciate the various factors that confer
genotypic and phenotypic variability.
Students will understand the inter relationship between environment (Nurture) versus
inheritance (Nature) in determining the conversion of genotype to phenotype.
Students will be able to use the concepts of bacterial and viral genetics to understand
resistance patterns and to create linkage and genetic maps.
Students will be able to describe population structure by genetic variation, pedigree
analysis and develop broad and balanced knowledge and understanding of key
biological concepts, principles and theories related to evolution, genetic change and
speciation.
Students will be able to bridge the gap between biology and mathematics by
providing examples that require use of statistical tools for arriving at a conclusion.
Students will be able to apply the principles of transmission and inheritance in real
life situations.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction to Genetics No. of Hours: 2
Introduction to the basic principles of heredity. Model organisms: Escherichia coli,
Saccharomyces cerevisiae, Drosophila melanogaster, Caenorhabditis elegans,Danio
rerio and Arabidopsis thaliana.
Unit II: Transmission Genetics No. of Hours: 18
Mendelian Genetics and Extensions: Mendel‟s work on transmission of traits, genetic
variation, molecular basis of Genetic Information. Principles of Inheritance,
Chromosome theory of inheritance, Laws of probability, Incomplete dominance and co-
64
dominance, Multiple alleles, Lethal alleles, Epistasis, Pleiotropy Penetrance and
expressivity, norm of reaction and phenocopy. Human pedigree analysis: Pedigree
conventions, characteristics of dominant and recessive inheritance; sex linked, sex
influenced and sex limited traits, applications of pedigree analysis. Organelle heredity:
Chloroplast mutation/variegation in four „o clock plant and Chlamydomonas,
mitochondrial mutations in Neurospora and yeast, maternal effects, infective heredity-
Kappa particles in Paramecium. Chromosomal aberrations: Variations in chromosome
number- monosomy and trisomy of sex chromosomes and autosomes. Variations in
chromosome structure- inversions, deletions, duplications and translocations.Inheritance
of complex traits: Inheritance of complex trait, analysis of quantitative traits, narrow and
broad sense heritability, quantitative trait loci (QTL) and their identification, hybrid
vigor.
Unit III: Linkage, crossing over and mapping techniques No. of Hours: 4
Linkage and Crossing over, cytological basis of crossing over, Molecular mechanism of
crossing over. Recombination frequency as a measure of linkage intensity, two factor
and three factor crosses, Interference and Coincidence
Unit IV: Molecular Genetics No. of Hours: 14
Genetics of bacteria and viruses: Complementation test, limitations of cis-trans test,
intragenic complementation, rII locus of phage T4 and concept of cistron. Mechanism of
genetic exchange - conjugation, transformation and transduction.Gene mapping in
bacteria. Sex determination: Genetic basis of sex determination in Humans, Drosophila
melanogaster and C.elegans. Genome dynamics-Transposable Genetic Elements.
Prokaryotic transposable elements-IS elements, Composite transposons, Tn-3 elements.
Eukaryotic transposable elements- Ac-Ds system in maize and P-elements in drosophila,
uses of transposons. Epigenetics: Mechanism of dosage compensation; X chromosomal
inactivation in humans. Monoallelic expressions.Epigenetic mechanisms of
transcriptional regulation.Genomic imprinting.
Unit V: Population and Evolutionary Genetics No. of Hours: 4
Hardy-Weinberg law, predicting allele and genotype frequencies and exceptions to
Hardy-Weinberg principle. Molecular evolution - analysis of nucleotide and amino acid
sequences, molecular phylogenies, homologous sequences, sequence similarity and
alignment, phenotypic evolution and speciation
Unit VI: Introduction to genomics and proteomics No. of Hours: 6
Genomes of bacteria, Drosophila and Humans; Human genome project; Introduction to
Bioinformatics, Gene and Protein databases, sequence similarity and alignment, Gene
feature identification. Gene Annotation and analysis of transcription and translation;
Posttranslational analysis-Protein interaction.
65
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. Study of Linkage, recombination, gene mapping using marker based data from
Drosophila.
2. Study of Phlox/ Allium karyotype (normal and abnormal).
3. PTC testing in a population and calculation of allele and genotype frequencies.
4. Study of abnormal human karyotype and pedigrees (dry lab).
5. Squash preparation of salivary glands of Dipteran larva to observe polytene
chromosomes.
6. Smear technique to demonstrate sex chromatin in buccal epithelial cells.
7. Screening for an auxotrophic mutation in E.coli.
3.3 REFERENCES
1. Griffiths, A. J. F., Wessler, S. R, Carroll, S. B., Doebley, J. (2010). An Introduction to
Genetic Analysis (10th
ed.). W.H. Freeman & Company (New York). ISBN:10: 1-
4292-2943-8
2. Pierce, B.A. (2012). Genetics - A Conceptual Approach (4th
ed.). W.H. Freeman &
Co. (New York). ISBN:13: 978-1-4292-7606-1 / ISBN:10:1-4292-7606-1.
3. Snustad, D. P., Simmons, M. J. (2015). Principles of Genetics (7th ed.). ISBN: 978-1-
119-14228-7.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I.
Students will get an
introduction to principles of
heredity and learn about the
different model organisms
used for genetic studies.
Teaching using chalk and
board; Oral discussion
sessions in the class.
Oral questions will be asked
in the class.
II. Students will learn about
Mendelian Genetics, human
pedigree analysis,
chromosomal aberrations and
inheritance of complex traits.
Students will learn the use of
statistical tools for testing a
genetic hypothesis.
Drosophila crosses as well and
numerical problem for testing
genetic hypothesis. Students
will make their own family
pedigrees for physical features
and genetic conditions.
Preparation of a chromosomal
spread will be done using
colchicine treated onion root
tips.
Students will be given
questions that are
application based and
require use of statistical
tools like probability and
chi-square analysis and
hypothesis testing for
goodness of fit.
III. Understand the concept of
recombination and linked
genes. Use recombination frequencies to determine
gene order and distance. Genetic mapping in
Teaching will be conducted
both through black board and
power point presentation.
Numerical problems for
genetic mapping using three
point cross would be given for
Internal assessment tests will
be conducted. Questions on
drawing a genetic map with
gene order, map distance.
and centromere mapping
66
eukaryotes using test crosses.
Somatic cell hybridization
for locating gene on a
chromosome.
practice in class.
IV Basics of bacterial and viral
genomes. Mechanisms of
genetic exchange in
prokaryotes. Gene mapping
in bacteria.Understand the
difference in the genetic
basis of sex determination in
Humans, Drosophila and
C.elegans. Epigenetic
phenomenon like dosage
compensation and Genomic
Imprinting.
Teaching will be conducted
both through black board
mode and power point
presentation mode. Practical
screening for auxotrophic
mutants. Discussions on
current topics of epigenetic
influences.
Conduct of Internal
assessment tests. Power Point presentation on
the assigned topics. Students will be given
questions that are
application based and
require analytical skills
V. Understand concept of gene
pool, allelic and genotypic
frequencies. Understand
Hardy Weinberg principle
and its limitations.
Understand concept of
genetic drift, founder effect,
genetic bottleneck. Factors
that influence gene flow,
fitness of a population and
speciation.
Discussions using population
genetics based case studies
will be conducted. Practical
collection of data from
population to test Hardy-
Weinberg principle.
Oral questions will be asked
in the class. Class tests will
be conducted for internal
assessment Numerical and
case study analysis
VI. Students will be given a brief
insight into areas like
genomics and proteomics
They will be provided some
computational training using
bioinformatics tools.
Practical computational
training on data mining,
retrieval, protein structure
determination.
Oral questions will be asked
in the class. Class tests will
be conducted for internal
assessment.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Introduction to the basic principles of heredity. Model organisms: Escherichia
coli, Saccharomyces cerevisiae, Drosophila melanogaster, Caenorhabditis
elegans,Danio rerio and Arabidopsis thaliana. Mendel‟s work on transmission of traits,
genetic variation, molecular basis of genetic information.
Week 2:Principles of inheritance, chromosome theory of inheritance, laws of probability,
incomplete dominance and co-dominance, multiple alleles, lethal alleles, epistasis,
pleiotropy penetrance and expressivity, norm of reaction and phenocopy.
Week 3: Pedigree conventions, characteristics of dominant and recessive inheritance; sex
linked, sex influenced and sex limited traits. Applications of pedigree
67
analysis.Inheritance of complex trait, analysis of quantitative traits, narrow and broad
sense heritability, quantitative trait loci (QTL) and their identification.Hybrid vigor.
Week 4: Chloroplast mutation/variegation in four „o clock plant and Chlamydomonas,
mitochondrial mutations in Neurospora and yeast, maternal effects, infective heredity-
Kappa particles in Paramecium.
Week 5: Variations in chromosome number- monosomy and trisomy of sex
chromosomes and autosomes. Variations in chromosome structure - inversions,
deletions, duplications and translocations.
Week 6: Linkage and Crossing over, cytological basis of crossing over, molecular
mechanism of crossing over. Recombination frequency as a measure of linkage intensity,
two factor and three factor crosses, interference and coincidence.
Week 7: Complementation test, limitations of cis-trans test, intragenic complementation,
rII locus of phage T4 and concept of cistron. Mechanism of genetic exchange -
conjugation, transformation and transduction.Gene mapping in bacteria.
Week 8: Genetic basis of sex determination in humans, Drosophila melanogaster and C.
elegans Genome dynamics-transposable genetic elements.Prokaryotic transposable
elements-IS elements, Composite transposons, Tn-3 elements.
Week 9: Eukaryotic transposable elements- Ac-Ds system in maize and P-elements in
drosophila; uses of transposons. Mechanism of dosage compensation; X chromosomal
inactivation in humans.Monoallelic expressions.
Week 10: Epigenetic mechanisms of transcriptional regulation. Genomic
imprinting.Hardy-Weinberg law, predicting allele and genotype frequencies and
exceptions to Hardy-Weinberg principle.
Week 11: Molecular evolution - analysis of nucleotide and amino acid sequences,
molecular phylogenies, homologous sequences, sequence similarity and alignment,
phenotypic evolution and speciation. Genomes of bacteria, drosophila and
humans.Human genome project.
Week 12: Introduction to bioinformatics, gene and protein databases, sequence similarity
and alignment, gene feature identification. Gene annotation and analysis of transcription
and translation; Posttranslational analysis-Protein interaction.
6. Keywords
Mendelian laws, Pedigree analysis, Heredity, Chromosomal mutations, Population
Genetics, Genomics, Gene mapping.
68
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Immunobiology (BS C-13)
Semester VI
1. Course Objective
The course is designed to focus on the integrative working and regulation of both the
innate and induced/adaptive defense mechanism that operate in the vertebrate system as
well as in the plant kingdom. It will allow students to differentiate between innate and
induced/adaptive immune mechanisms and their importance in maintaining a healthy
system. The students will also understand the consequences of an inappropriate immune
response. They will be able to appreciate the importance of immunity in medicine and
public health and the importance of control of plant diseases in agriculture.
2. Course Learning Outcomes
Students will have an overview of the immune system and learn about the various
cells, organs and tissues of the immune system.
Students will be able to describe the basic mechanisms, differences and functional
interplay of innate and adaptive immunity.
Students will be able to define the cellular and molecular pathways of humoral and
cell-mediated immune responses and appreciate the importance of immune system in
health and disease.
Students will learn about the various preexisting structural and induced defenses in
plants and how pathogens can cause disease in plants.
Students will understand the genetic basis of plant-pathogen interaction and learn
about the importance of genetic engineering in control of plant pathogens.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction to Defense Mechanisms No. of Hours: 2
Overview of defense mechanisms in plants and animals
Unit II: Introduction to Plant Defenses and Innate Immunity in plant No. of Hours: 4
Pre-existing structural defenses (first line of defense) - surface structures (waxy coat,
cuticle, epidermal layer, hydathodes, thorns, sclereids), mineral crystals (idioblasts,)
and cell wall. Biochemical defenses- secondary metabolites (terpenoids, glycosides,
phenolics and alkaloids) Innate Immunity in Plants- Pattern triggered immunity (PTI),
Unit III: Innate Immunity in animals No. of Hours: 8
69
Anatomical barriers, soluble molecules and membrane associated receptors (PRR)
Complement activation by classical, alternate and MBL pathway, biological
consequences of complement activation, regulation and complement
deficiencies.Haematopoiesis, cells of the innate immune system, primary lymphoid
organs; cell adhesion molecules, chemokines, leukocyte extravasation, and the
inflammatory response; connections between innate and adaptive immunity.
Unit IV: Induced Defenses in Plants No. of Hours: 8
Factors causing plant stress- abiotic and biotic. Abiotic- strategies and mechanisms,
Physiological and cellular responses to drought stress, salinity stress, temperature stress
(freezing and heat)
Biotic- Classification of biotic stresses, major pests and diseases of economically
important crops, interaction in host-pathogen systems, Flor‟s gene for gene concept, R
gene mediated resistance, effector trigerred immunity (ETI), receptor-elicitor model,
Cytological protection and induced resistance. Concept of signal transduction and other
host-defense mechanisms. Heatshock proteins, Basic ROS cycle and adaptation during
stress, Systemic Acquired Resistance (SAR), Phytoalexins Jasmonic acid,
MAPKS,SROS,HPL, systemins, , mechanism of production and scavenging of NO.
Unit V: Adaptive Immunity in Animals No. of Hours: 20
Antigens and haptens, Factors that dictate immunogenicity, B and T cell
epitopes.Structure and distribution of classes and subclasses of immunoglobulins (Ig),
Ig fold, effector functions of antibody, antigenic determinants on Ig and Ig super
family.Monoclonal antibodies; Immunological methods- Antigen-antibody
interactions.Secondary lymphoid organs and tissues.B cell maturation and generation of
antibody diversity. Humoral immune response against T-dependent and T-independent
antigens.Histocompatibility antigens – structure and function, T cell maturation and
differentiation – Positive and Negative selection of thymocytes, Antigen Presentation
by the exogenous and endogenous pathways, Activation of T cells and cell mediated
immunity; Role of NK cells and Antibody dependent cellular cytotoxicity.
Unit VI: Immune dysfunction and applications No. of Hours: 6
Hypersensitivity and Transplantation Immunology; Vaccines; Control of plant
pathogens and improving plant resistance by genetic engineering
3.2 PRACTICALS
TOTAL HOURS: 48 CREDIT: 2
1. Characterization of diseases symptoms and identification of pathogenic organisms
(bacterial- Xanthomonas campestris; viral- TMV; fungal- Puccinia graminis-
tritici, pest and nematodes-Meloidogyne spp.).
2. Survey of structural plants defences: viz. cuticle, wax, lignin, bark, thorns,
prickles, trichomes, armour in different plants species including thigmonasty,
camouflage, mimicry.
3. Precipitation reactions – DID and SRID.
4. Immunoelectrophoresis (IEP), Countercurrent IEP, Rocket IEP
70
5. Agglutination reaction.
6. ELISA
7. Cell isolation and Counting- Spleen/PBMNC
3.3 REFERENCES
1. B.B.Buchanan, W. Gruissem & R.L.Jones. (2015). Biochemistry and Molecular
Biology of Plants. Oxford: Wiley Blackwell.
2. Coico, R & Sunshine, G., John (2009). Immunology: A Short Course. New Jersey:
Wiley& sons.
3. Kindt, T.J., Goldsby, R.A. & Osborne, B.A.(2007) . Kuby Immunology. New York:
W.H Freeman.
4. Leslie Hudson & Frank C. Hay (1980). Practical Immunology. Oxford: Blackwell
Scientific
5. Lincoln Taiz & Eduardo Zeiger.(2010). Plant Physiology. Sunderland,
Mssachusetts: Sinauer associates Inc.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning Outcomes Teaching and
Learning Activity
Assessment Tasks
I.
An overview on immune
mechanisms will be given.
Students will be taught Innate
Immunity in plants with focus on
pre-existing structural and
biochemical defences.
Traditional chalk and
board method will be
used
Students will be asked to
correlate the importance of
immunity in plants and
animals by asking them to
site examples from their
experience
II. Students will learn about the cells
and organs of the immune system
and various innate immune
mechanisms and complement
pathways.
Chalk and board method
will be used and
supplemented with
powerpoint presentation
MCQ based assignments will
be given to students to check
their understanding of the
subject.
III. Abiotic and biotic stress in plants
will be taught. Importance of
reactive oxygen and nitrogen
species in defense will be
highlighted.Signalling pathways
will be dealt with.
Chalk and board method
will be used and
powerpoint presentation
for understanding the
important signaling
pathways
Oral questions will be asked
in the class and class test will
be taken
IV Students will be explained the
concept of foreign molecules
acting as antigens and antibodies
and their basic structure. How
antigen and antibody interact
with each other will be
highlighted.
Chalk and board method
will be used and
powerpoint presentation
will be used to
understand the structure
of antibodies
Assignments will be given
and oral questions asked to
check their understanding of
the concepts
V. Students will be taught about
MHC structure, function and
antigen processing.
Chalk and board method
will be used and
supplemented with
Class discussion will be
encouraged to see if students
have understood the concepts
71
Students will understand how
antibodies are generated in the
body. They will understand the
importance of humoral immune
response in infections.
powerpoint presentation
to understand the
structure of MHC
molecules and generation
of humoral response
VI. Cytotoxic action of T cells and
NK cells will be discussed.
importance of vaccines and
transplantation of organs&
genetic engineering of plants
will be discussed.
Powerpoint presentation
wiil be used to
understand the interaction
of T cells and NK cells
with target cells and learn
the cytotoxic action of
these cells.
Students will be asked to
read articles related to
immunity and its intervention
in medicine and group
presentation on these topics
will be encouraged.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan Week 1: Unit 1 Overviewof defense mechanisms in plants and animals. Describe the pre-
existing structural defenses in plants.
Week 2: Unit 2 Elaborate on the various pre-existing biochemical defenses in plants.
Discuss the various innate immune mechanisms present in plants and animals.
Week 3: Unit 3 Discuss Complement activation by classical, alternate and MBL
pathway, biological consequences of complement activation, regulation and complement
deficiencies.
Week 4: Unit 3 Elaborate on hematopoiesis, cells and organs of the immune system,
inflammatory response; connections between innate and adaptive immunity.
Week 5: Unit 4 Discuss the abiotic and biotic stress in plants, major pests and diseases of
economically important crops, interaction in host-pathogen systems.
Week 6: Unit 4 Describe Flor‟s gene for gene concept, R gene mediated resistance,
effector trigerred immunity (ETI), concept of signal transduction and other host-defense
mechanisms. heatshock proteins, basic ROS cycle and mechanism of production and
scavenging of NO. Systemic Acquired Resistance.
Week 7: Unit 5 Learn about antigens and haptens, factors that dictate immunogenicity,
structure and function of classes and subclasses of immunoglobulins . Monoclonal
antibodies.
Week 8: Unit 5 Discuss various antigen-antibody interactions: precipitation reactions,
agglutination reactions, radioimmunoassays, ELISA, flow cytometry,
immunoprecipitation.
Week 9: Unit 5 Learn about MHC restriction, MHC classes, structure, distribution and
role of MHC class I and class II proteins . Antigen Processing & Presentation.
Week 10: Unit 5 Describe B cell maturation and generation of antibody diversity.
Humoral immune response against T-dependent and T-independent antigens.
72
Week 11: Unit 5 Elaborate on Cell Mediated Immunity T cell development, General
properties of effector T cells, cytotoxic T cells (Tc), natural killer cells; NK - T cells and
antibody dependent cellular cytotoxicity (ADCC).
Week 12: Unit 6 Learn about hypersensitivity and transplantation Immunology, vaccines,
control of plant pathogens and improving plant resistance by genetic engineering
6. Keywords
Antigen, Antibody, Complement, Cytokines, Vaccines, Secondary metabolites.
73
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
CORE COURSE
Evolutionary Biology (BS C-14)
Semester VI
1. Course Objective
Theodosius Dobzhansky in 1973 famously argued that“nothing in biology makes sense
except in the light of evolution”. This course is being offered due to the central
importance of evolution in biology and introduces students to all aspects of
evolutionary biology. The course aims to make the students familiar with basic history
of evolutionary concept, its criticism and development as a science. Students will learn
about history of life through fossils and other evidences helping them analyze the
evolutionary relationships between species. They will develop a deep understanding of
the mechanisms that fuel the evolution of biological systems and will have an insight
into the origin and evolution of species.
2. Course Learning Outcomes
Students will learn about the origins and development of evolutionary thought.
Students will learn about the compelling evidences in favour of evolution like fossils,
comparative anatomy and molecular homologies.
Students will learn about origin and history of life through fossil record.
Students will understand how biodiversity is generated by repeated speciationsand
lost over time due to mass extinctions.
Students will how the forces of evolution like variations, natural selection, genetic
drift and migration shape populations.
Students will learn how novelty in organisms arises, how organisms adapt to their
environment and about our origins from our primate ancestors.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Historical Review of Evolutionary Concept No. of Hours: 5
Pre-Darwinian ideas: List of contributors influencing Darwin indicated as a timeline.
Lamarckism: Merits and demerits. Darwinism: Merits and demerits, Post-Darwinian era:
Modern synthetic theory; biomathematics and the theory of population genetics leading
to Neo-Darwinism.
Unit II: History of Life No. of Hours: 10
Chemogeny: An overview of pre-biotic conditions and events; experimental proofs to
abiotic origin of micro- and macro-molecules. Current concept of chemogeny: RNA first
74
hypothesis. Biogeny: Cellular evolution based on proto-cell models (coacervates
andproteinoid microspheres). Origin of photosynthesis, Evolution of oxygen and ozone
buildup.Evolution of Eukaryotes from Prokaryotes, multicellularity.Cambrian explosion
and timeline of plant and animal evolution in the Phanerozoic eon.Mass-scale
extinctions: causes, significance and events. Cretaceous: Tertiary Mass Extinction in
detail.
Unit III: Evidences of Evolution No. of Hours: 9
Paleobiological: Concept of Stratigraphy and geological timescale; fossil study
(types,formation and dating methods). Anatomical: Vestigial organs; Homologous and
Analogousorgans (concept of parallelism and convergence in evolution). Taxonomic:
Transitionalforms/evolutionary intermediates; living fossils. Phylogenetic: a) Fossil
based: Phylogenyof horse as a model. b) Molecule based: Protein model (Cytochrome
C); gene model (Globingene family). Basics of molecular phylogenetics.
Unit IV: Forces of Evolution No. of Hours: 12
A. Continuous and discontinuous variations, heritable variations and their role in
evolution, recombination and random assortment (basis of sexual reproduction); gene
regulation. Concept of micro- and macro-evolution: A brief comparison Natural selection
as a guiding force: Its attributes and action Basic characteristics of natural selection.
Coloration, camouflage and mimicry, Co-adaptation and co-evolution, Man-madecauses
of change: Industrial melanism; antibiotic resistance. Modes of selection, artificial
selection, Polymorphism, Heterosis and Balanced lethal systems.
B. Hardy-Weinberg‟s Law of Genetic Equilibrium. Genetic Drift (Sewall Wright effect)
as a stochastic/random force: Its attributes and action. Basic characteristics of drift;
selection vs. drift, Bottleneck effect, Founder principle. Alteration in gene frequency
(when selection operates), Calculation based on Selection Coefficient and
Fitness).Fluctuations in gene frequency (when drift operates): Calculation based on
standard deviation.
Unit V: Product of Evolution: Speciation No. of Hours: 6
Concept of species as a real entity- species concept, Mechanisms of speciation,
Allopatric,Peripatric, Parapatric and sympatric; Patterns of speciation. Anagenesis and
Cladogenesis; Phyletic Gradualism and Punctuated Equilibrium (Quantum Evolution),
Basis of speciation: Isolating mechanisms
Unit VI: Human Ancestry and Phylogeny No. of Hours: 6
Primate characteristics and unique Hominin characteristics. Advantages and adaptations
to bipedalism.Primate phylogeny leading to Homininline. Australopithecines, Homo
habilis, Homo erectus, Neanderthal man, Archaic and modern Homo sapiens.Human
migration. Theories. Brief reference to molecular analysis of humanorigin –
Mitochondrial DNA and Y-chromosome studies.
75
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
(A) Evidences of fossils
1. Study of types of fossils ( e.g. Body fossils, trails, casts, moulds and others) and
Index fossils of Palaeozoic era
2. Connecting links/transitional forms - Eg. Euglena, Neopilina, Balanoglossus,
Chimaera,Tiktaalik, Archaeopteryx, Ornithorhynchus
3. Living fossils - Eg. Limulus, Peripatus,Latimeria, Sphaenodon
4. Vestigial, Analogous and Homologous organs using photographs, models or
specimen
(B) Selection Exemplifying Adaptive strategies (Colouration, Mimetic form, Co-
evolution; Adaptations to aquatic, fossorial and arboreal modes of life) using
Specimens
(C) Neo-Darwinian Studies
1. Simulation experiments using coloured beads/playing cards to understand the
effects of Natural selection on allele frequencies
2. Simulation experiments using coloured beads/playing cards to understand the role
of Bottleneck effect and Founder effect on allele frequencies
(D) Phylogeny
1. Digit reduction in horse phylogeny (study from chart),
2. Study of horse skull to illustrate key features in equine evolution
3. Study of monkey and human skull - A comparison to illustrate common primate
and unique Hominin features
4. Construction of Phylogenetic tree using morphological characters
Educational visit:
Visit to Geology/ Anthropology museums, Delhi University
3.3 REFERENCES
1. Barton N.H., Briggs D.E.G., Eisen J.A., Goldstein D.B. and Patel N.H.,(2007)
1stEd. Evolution, Cold Spring Harbor Laboratory Press.
2. FutuymaD.,(2013)3rd
Ed.Evolutionary Biology, Sinauer Associates
3. Hall B. K. and Hallgrimson B., (2014) 5th
Ed.Strickberger’s Evolution. Jones and
Bartlett
4. Ridley M., (2003) 3rd
Ed.Evolution Wiley-Blackwell
5. Zimmer C. and EmlenD. J., (2013) 1stEd. Evolution: Making Sense of Life, Roberts
& Co.
Additional resources
1. Darwin C., (2003)The Origin of Species: 150th Anniversary Edition , Penguin
USA
2. https://evolution.berkeley.edu/evolibrary/home.php
3. Kolbert E., (2015)The Sixth Extinction: An Unnatural History, Bloomsbury
4. Weiner J. (1995),The Beak of the Finch: A Story of Evolution in Our Time, Vintage
76
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I Students will learn about
the history of
evolutionary concept, its
criticism, major theories
and development.
Teaching using chalk and
board; Power point
presentations.
Oral questions will be
asked in the class. Class
tests will be conducted for
internal assessment.
II Students will learn about
origin and history of life
and role of mass
extinctions.
Power point presentations;
Teaching using chalk and
board; Documentaries
relevant to the topic will be
shown. Visit to geology
museum
Class tests will be
conducted for internal
assessment. Students will
be given assignments to
test their understanding of
the subject.
III Students will learn about
the compelling evidences
in favour of evolution
like fossils, comparative
anatomy and molecular
homologies.
Teaching using chalk and
board; Power point
presentations. Relevant
documentaries will be
shown. Visit to geology
museum.
Class tests will be
conducted for internal
assessment. Students will
be given assignments to
test their understanding of
the unit
IV How the forces of
evolution like variations,
natural selection, genetic
drift, and migration shape
populations. They will
understand how novelty
in organisms arises.
Teaching using chalk and
board; Power point
presentations; Oral
discussion sessions in the
class.
Simulation exercises in
associated practicals to
help understand the
concepts.
Class tests will be
conducted for internal
assessment.
Students will be given
assignments to test their
understanding.Students
will be tested for their
problem solving ability in
population genetics.
V Students will know about
species concept and how
new species are formed
in course of evolution.
Teaching using chalk and
board; Power point
presentations.
Class tests will be
conducted for internal
assessment.
VI Students will be able to
understand human
origins from primate
ancestors
Teaching using chalk and
board; Power point
presentations; Visit to
Anthropology museum
Students will be given
assignments to test their
understanding of the
subject.
(**Assessment tasks enlisted here are indicative in nature)
77
5. Teaching Plan
Week 1: Pre-Darwinian ideas, list of contributors influencing Darwin indicated as a
timeline. Lamarckism, merits and demerits. Paleobiological evidences of evolution.
Concept of Stratigraphy and geological timescale.
Week 2: Darwinism, merits and demerits, post-Darwinian era, modern synthetic theory.
Fossil study, types, formation and dating methods.
Week 3: Biomathematics and the theory of population genetics leading to Neo-Darwinism.
Basics of molecular phylogenetics. Anatomical, vestigial organs; Homologous and
Analogousorgans (concept of parallelism and convergence in evolution). Taxonomic,
Transitional forms/evolutionary intermediates; living fossils.
Week 4: Phylogenetic evidences of evolution, fossil based. Phylogeny of horse as a model.
b) Molecule based – Protein model (Cytochrome C); gene model (Globingene family).
Basics of molecular phylogenetics. Concept of species as a real entity- species concept
Mechanisms of speciation , Allopatric.
Week 5: Chemogeny, an overview of pre-biotic conditions and events; experimental
proofs to abiotic origin of micro- and macro-molecules. Mechanisms of speciation,
Peripatric, Parapatric and sympatric; Patterns of speciation , Anagenesis and Cladogenesis;
Phyletic Gradualism andPunctuated Equilibrium (Quantum Evolution) cond. in week 6
Week 6: Current concept of chemogeny – RNA firsthypothesis. Biogeny – Cellular
evolution based on proto-cell models (coacervates andproteinoid microspheres). Origin of
photosynthesis – Evolution of oxygen and ozone buildup.Basis of speciation – Isolating
mechanisms
Week 7: Evolution of Eukaryotes from Prokaryotes, multicellularity.Cambrian
explosion.Continuous and discontinuous variations,heritable variations and their role in
evolution, recombination and random assortment (basis of sexual reproduction); gene
regulation.
Week 8: Timeline of plant and animal evolution in the Phanerozoic eon. Concept of
micro- and macro-evolution – A brief comparisonNatural selection as a guiding force – Its
attributes and action Basic characteristics of naturalselection.
Week 9: Mass-scale extinctions – causes, significance and events. Cretaceous-Tertiary
Mass Extinction in detail.Coloration, camouflage and mimicry, Co-adaptation and co-
evolution, Man-madecauses of change – Industrial melanism; antibiotic resistance.Modes
of selection, artificial selection.
Week 10:Polymorphism, HeterosisandBalanced lethal systems.Hardy-Weinberg‟s Law of
Genetic Equilibrium. Genetic Drift (Sewall Wright effect) as a stochastic/random force –
Its attributes and action.Primate characteristics and unique
Hominincharacteristics.Advantages and adaptations to bipedalism.
Week 11: Basic characteristics of drift; selection vs. drift, Bottleneck effect, Founder
principle.Alteration ingene frequency (when selection operates).Primate phylogeny
78
leading toHomininline.Australopithecines, Homo habilis, Homo erectus, Neanderthal
man, Archaic and modern Homo sapiens.
Week 12: Calculation based on Selection Coefficient and Fitness). Fluctuations in gene
frequency (when drift operates) – Calculation based onstandard deviation.Human
migration – Theories.Brief reference to molecular analysis of humanorigin –
Mitochondrial DNA and Y-chromosome studies.
6. Keywords
Darwinism, Chemogeny, Cambrian explosion, mass extinction, Variations, Natural
selection, Genetic Drift, Speciation.
79
B.Sc. (HONOURS) BIOLOGICAL SCIENCE
(CBCS STRUCTURE)
DISCIPLINE SPECIFIC ELECTIVE (DSE) COURSES
80
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
DISCIPLINE SPECIFIC ELECTIVE
Plant Physiology (BS DSE-1)
Semester - V
1. Course Objective
Plant physiology is a fascinating field of plant sciences and gives the students an insight
into the structure - function integration in plants. The complex interactions of the plant
with the environmental and edaphic factors form a major portion of plant physiological
studies. How plants respond to maintain their homeostasis in the changing environmental
conditions is one of the most recent fields of investigation in plant physiology. The course
aims to familiarize the students with this important subject alongwith
the signaling pathways associated with physiological phenomena.
2. Course Learning Outcomes
Students will appreciate the processes that occur at cellular level, at the level of organ
and whole plant level.
Students will understand the integration of soil, atmosphere, and plant in carrying out
the life processes by plants.
Students will understand the complex regulation of phenomena of growth, flowering,
combating stress etc.
Students will be able to assess the effect of climate change on some physiological
phenomena and investigate mitigation measures.
Students will be able to use the knowledge gained to help crop growers, fruit farmers,
floriculturists and others in the related area.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Plant Nutrition: uptake and distribution No of Hours: 17
Water potential and its components (solute potential, pressure potential, gravimetric
potential and matric potential); intercellular water transport (diffusion, mass flow and
osmosis), short-distance transport (water absorption by roots), aquaporins, pathway of
water movement (apoplast and symplast), water and ion uptake from soil into roots,
structural features of xylem which facilitate water and solute transport, root pressure,
guttation, ascent of sap, cohesion-tension theory; Transpiration and its significance,
factors affecting transpiration, antitranspirants; Mechanism of stomatal movement
(starch-sugar hypothesis, proton transport theory). Essential elements (macronutrients
and micronutrients, criteria of essentiality, roles), methods of study and use of nutrient
solutions (ash analysis, hydroponics and aeroponics), mineral deficiency symptoms, Soil
cation exchange capacity, transport of ions across cell membrane-passive transport:
simple (Fick‟s law) and facilitated diffusion (carrier and channel proteins), Donnan
81
equilibrium, Nernst equation, active transport, proton ATPase pump, P-type ATPase and
V-type ATPase, electrochemical gradient, ion flux, uniport, co-transport.
Source-sink relationship, experimental evidence in support of phloem as the site of sugar
translocation (aphid technique, girdling experiment), features of phloem cells with
reference to photoassimilate translocation (phloem sealing mechanism, P-proteins, sieve
tube-companion cells interaction, composition of phloem sap), pressure flow model,
mechanism of photoassimilate translocation (phloem loading and unloading).
Unit II: Nitrogen metabolism No of Hours: 8
Biological Nitrogen fixation by free living organisms and in symbiotic association
(nodulation, signals between symbionts- nod and nif genes, structure and function of
enzyme Nitrogenase. Nitrate assimilation: Nitrate and Nitrite reductase. Primary and
secondary ammonia assimilation in plants; ammonia assimilation by GS, GOGAT, GDH,
seed storage proteins in legumes and cereals.
Unit III: Plant Growth Regulators No of Hours: 6
Discovery, basic structure and precursors, bioassays, physiological roles and commercial
applications of auxins, gibberellins, cytokinins, abscisic acid and ethylene, Introduction
to mode of action of hormones; General account of secondary metabolites, allelopathy.
Unit IV: Physiology of Flowering No of Hours: 6
Photoperiodism: SDPs, LDPs, DNPs, photoinductive cycle (perception of photoperiodic
signal and florigen), phytochrome (discovery and structure), red and far-red light
responses on photomorphogenesis, fluence response, vernalization.
Unit V: Signal transduction and stress physiology No of Hours: 8
Spatial and temporal aspects of signal transduction, signal perception at plasma
membrane (characteristic features of membrane receptors, receptor kinases), signal
transduction and amplification via second messengers (calcium, lipid signaling
molecules, mitogen-activated protein (MAP) kinase cascade, cyclic nucleotides), Plant
responses to abiotic stress through signaling pathways; developmental and physiological
mechanisms that protect plants against environmental extremes; biotic stress (plant
defense mechanisms, PAMP/MAMP triggered immunity (PTI), effector-triggered
responses, SAR, pathogenesis-related proteins).
Unit VI: Environmental effects on plant physiological phenomena No of Hours: 3
Effect of increase in CO2 on photosynthesis and nutritional status of plant and soil, CO2
fertilization effect on plants, effect of climate change induced warming on enzymes of
photosynthesis (Rubisco) and respiration, blockers of photosynthetic electron transport
as potential herbicides.
82
3.2 PRACTICALS
TOTALHOURS: 48 CREDIT: 2 1. To determine the osmotic potential of plant cell sap by incipient plasmolytic
method.
2. To determine the water potential by weight method.
3. To study the effect of two environmental factors on transpiration of an
excised twig.
4. To calculate stomatal index and stomatal frequency of two surfaces of leaves
of a mesophyte and a xerophyte.
5. To study the effect of light intensity and carbon dioxide on O2 evolution in
photosynthesis.
6. To demonstrate the activity of nitrate reductase in two plant sources.
7. To perform chemical separation of photosynthetic pigments using solvent
extraction method.
Demonstrations
1. Suction due to transpiration
2. Rooting of cuttings
3. Bolting
4. Delay of senescence / fruit ripening
5. Respiration in roots
6. Effect of pH on anthocyanin pigments
3.3 REFERENCES
1. Hopkins, W.G. and Huner, A. (2008).Introduction to Plant Physiology.John Wiley
and Sons.U.S.A. 4th
edition.
2. Kochhar, S.L. and Gujral, S.K. (2011).Comprehensive Practical Plant Physiology,
Macmillan India Ltd, New Delhi.
3. Noggle, G.R. and Fritz,G.J. (1986).Introduction to Plant Physiology, 2nd
Ed. Prentice-
Hall of India Ltd., New Delhi.
4. Salisbury, F.B. and Ross, C.W. (2005).Plant Physiology, Thomson Wadsworth, 4th
edition.
5. Taiz, L., Zeiger, E. Moller, I.M. and Murphy, A. (2015). Plant Physiology and
Development, Sinauer Associates Inc. U.S.A 6th
edition.
Additional Sources
1. Bhatla, S.C. and Lal M.A. (2018).Plant Physiology, Development and Metabolism,
Springer Nature, 1st edition.
2. Nobel, P.S. (2009).Physicochemical and Environmental Plant Physiology,
Academic Press, 4th
edition.
3. Uprety, D.C. and Reddy, V.R. (2016).Crop response to global warming, Springer.
83
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning Outcomes Teaching and Learning
Activity
Assessment Tasks
I Students will learn about the
importance of turgor in plant
growth, movement of water from
the soil into the plant, within the
plant body. Students will also
learn about the essential
elements transported into the
plant by water and the
mechanisms involved.
Teaching using chalk and
board; Assignments given to
the students followed by
discussions in the class;
Appropriate videos to
supplement the theoretical
concepts.
Problems will be
assigned to students for
understanding various
important concepts.
Practicals designed in
such a way so as to
reinforce the concepts
learnt in theory.
II Students will learn about the
mechanism and the genetics of
nitrogen metabolism and
assimilation of ammonia.
Teaching using chalk and
board; Oral discussion sessions
in the class. Power point
presentations may be used for
explaining certain topics.
Class tests will be
conducted for internal
assessment. Oral
questions will be asked
in the class.
III Students will be familiarized
with important plant growth
regulators, secondary
metabolites and defense
mechanism.
Teaching using chalk and
board; Oral discussion sessions
in the class; Theoretical
concepts to be supplemented
with projects
Assessment on the basis
of practicals performed;
Questions will be asked
in the class
IV Students will learn about the
importance of light quality and
cold conditions in flowering and
other growth phenomena.
Teaching using chalk and
board; computer animations of
physiological phenomena;
Power point presentations to
augment the chalk and talk
method
Oral questions will be
asked in the class. Class
tests will be conducted
for internal assessment
V Students will gain insights into
various stresses affecting plant
growth and the signaling
pathways involved.
Chalk and board teaching
method; illustrations and flow
charts through e-presentations;
understanding the plant
signaling pathways through
latest research and review
articles.
Group discussions in
the class. Class tests
will be conducted for
internal assessment
VI Students will learn about the
effect of climate change on some
plant physiological phenomena.
Visit to institutes to gain
insight into the latest
developments and actual
methodologies; Relating the
factual information with the
recent progress in the field of
climate change.
Worksheets to test the
understanding of the
unit; students will take
up case studies followed
by group discussions
(**Assessment tasks enlisted here are indicative in nature)
84
5. Teaching Plan
Week 1: Water potential and its components (solute potential, pressure potential,
gravimetric potential and matric potential); intercellular water transport (diffusion,
mass flow and osmosis), short-distance transport (water absorption by roots),
aquaporins, pathway of water movement (apoplast and symplast).
Week 2: Water and ion uptake from soil into roots, structural features of xylem which
facilitate water and solute transport, root pressure, guttation, ascent of sap, cohesion-
tension theory; Transpiration and its significance, factors affecting transpiration,
antitranspirants; Mechanism of stomatal movement (starch-sugar hypothesis, proton
transport theory).
Week 3: Source-sink relationship, experimental evidence in support of phloem as the
site of sugar translocation (aphid technique, girdling experiment), features of phloem
cells with reference to photoassimilate translocation (phloem sealing mechanism, P-
proteins, sieve tube-companion cells interaction, composition of phloem sap), pressure
flow model, mechanism of photoassimilate translocation (phloem loading and
unloading); Biological Nitrogen fixation by free living organisms and in symbiotic
association (nodulation, signals between symbionts- nod and nif genes.
Week 4: Structure and function of enzyme Nitrogenase. Nitrate assimilation: Nitrate
and Nitrite reductase. Primary and secondary ammonia assimilation in plants; ammonia
assimilation by GS, GOGAT, GDH, seed storage proteins in legumes and cereals;
Discovery, basic structure and precursors, bioassays, physiological roles and
commercial applications of auxins.
Week 5: Discovery, basic structure and precursors, bioassays, physiological roles and
commercial applications of gibberellins, cytokinins, abscisic acid and ethylene,
Introduction to mode of action of hormones; General account of secondary metabolites,
allelopathy.
Week 6: Photoperiodism: SDPs, LDPs, DNPs, photoinductive cycle (perception of
photoperiodic signal and florigen), phytochrome (discovery and structure), red and far-
red light responses on photomorphogenesis, fluence response, vernalization.
Week 7: Spatial and temporal aspects of signal transduction, signal perception at
plasma membrane (characteristic features of membrane receptors, receptor kinases),
signal transduction and amplification via second messengers (calcium, lipid signaling
molecules, mitogen-activated protein (MAP) kinase cascade, cyclic nucleotides)
Week 8: Plant responses to abiotic stress through signaling pathways; developmental
and physiological mechanisms that protect plants against environmental extremes
Week 9: biotic stress (plant defense mechanisms, PAMP/MAMP triggered immunity
(PTI), effector-triggered responses, SAR, pathogenesis-related proteins).
Week 10: Effect of increase in CO2 on photosynthesis and nutritional status of plant
and soil, CO2 fertilization effect on plants, effect of climate change induced warming
on enzymes of photosynthesis (Rubisco) and respiration, blockers of photosynthetic
electron transport as potential herbicides.
85
Week 11: Essential elements (macronutrients and micronutrients, criteria of
essentiality, roles), methods of study and use of nutrient solutions (ash analysis,
hydroponics and aeroponics), mineral deficiency symptoms.
Week 12: Soil cation exchange capacity, transport of ions across cell membrane-
passive transport: simple (Fick‟s law) and facilitated diffusion (carrier and channel
proteins), Donnan equilibrium, Nernst equation, active transport, proton ATPase pump,
P-type ATPase and V-type ATPase, electrochemical gradient, ion flux, uniport, co-
transport.
6. Keywords
Water potential, essential elements, photoassimilate, stress, signal transduction, climate
change.
86
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
DISCIPLINE SPECIFIC ELECTIVE
Animal Behaviour and Chronobiology (DSE-2)
SEMESTER – V
1. Course Objective
This course aims to provide an overview of scientific study of animal behavior: its
underlying mechanisms and evolutionary relation, including neural, hormonal, and
genetic basis of behaviour. Animal behavior is the bridge between the molecular and
physiological aspects of biology. Chronobiology studies how natural rhythms affect
living organisms.The related laboratory exercises will provide hands-on experience for
many of these concepts. The knowledge gained from studying animal behavior and
chronobiology has had a huge impact in the fields of medicine, psychology and the social
sciences. The course will help the students to understand the huge importance of animal
behavior and chronobiology and how can this knowledge be used in an applied way.
2. Course Learning Outcomes
Students will be able to describe basic concepts of ethology.
Students will learn the key concepts important to understand animal behaviour.
Students will learn about the fascinating range and complexity of behaviour in
animals.
Students will understand the basic concepts of chronobiology and its application to
human pathology.
Students will be able design experiments to test hypotheses relating to animal
behavior and learn the use of basic statistical analyses appropriate to the
experiment‟s design.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction to Animal Behavior and Chronobiology No. of Hours: 2
Origin, history and significance of ethology: Brief profiles of Karl von Frisch, Ivan
Pavlov, Konrad Lorenz, Niko Tinbergen, Franz Halberg.
Unit II: Mechanisms of Behavior No. of Hours: 6
Proximate and ultimate causes of behavior;Innate behavior: Instinct, FAP; Learning:
Associative learning: Classical and Operant conditioning; Non-associative learning:
Habituation, Imprinting; Stimulus filtering; Sign stimuli; Code breakers.
Unit III: Patterns of Behavior No. of Hours: 8
87
Reflexes: Types of reflexes, reflex path, characteristics of reflexes (latency, after
discharge, summation, fatigue, inhibition) and its comparison with complex behavior.
Orientation: Primary and secondary orientation; kinesis-orthokinesis, klinokinesis;
taxis-tropotaxis and klinotaxis, menotaxis (light compass orientation).
Unit IV: Social Behavior and Sociobiology No. of Hours: 12
Concept of Society; Degree of sociality; Insects‟ society with Honey bee as example:
Society organization and caste system, Haplodiploidy in honeybees; polyethism vs
polymorphism; Dance as means of communication; Experiments to prove distance and
direction component of dance, learning ability in honey bee, swarming and formation
of new hive/queen, Altruism andReciprocal altruism, Hamilton‟s rule and inclusive
fitness with suitable examples.
Unit V: Sexual Behavior No. of Hours: 8
Asymmetry of sex, Sexual dimorphism mate choice, Intra-sexual selection (male
rivalry: competition, territoriality,infanticide), Inter-sexual selection (female choice),
Consequences of mate choice for female fitness, Reproductive behaviour pattern
(Courtship, mating system, Parental care).
Unit VI: Biological rhythms No. of Hours: 12
Types and properties of biological rhythms: Circadian rhythms, Tidal rhythms, Lunar
rhythms;Role of zeitgebers in Entrainment, Role of melatonin, Relevanceof biological
clocks, Sleep disorders: endogenous and exogenous; Chronotherapy.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. To study the nesting behaviour of birds and social insects.
2. To study the behavioral responses of wood lice to dry condition.
3. To study behavior responses of wood lice in response to humid condition.
4. To study habituation in snail/ earthworm/dog.
5. To study the phototaxis behavior in insect larvae.
6. Study and actogram construction of locomotor activity of suitable animal models.
7. To study the behavioral activities of animalsin field and prepare a short report.
3.3 REFERENCES
1. Alcock, J. (2013). Animal behavior: An evolutionary approach. Sunderland, Mass:
Sinauer Associates.
2. Manning, A., & Dawkins, M. S. (2012). An Introduction to Animal Behaviour.
Cambridge: Cambridge University Press.
3. McFarland, D. (2007). Animal Behaviour: Psychobiology, Ethology and
Evolution. Harlow: Pearson/Prentice-Hall.
88
Additional Sources
1. Mandal, F.B. (2015).Textbook of Animal Behaviour. Delhi: PHI Pvt. Ltd.
2. Sherman, P. W., & Alcock, J. (2013).Exploring Animal Behavior, Sinauer Associate
Inc., Massachusetts.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning Activity Assessment Tasks
I Students will learn about
the concept of animal
behavior and
chronobiology and its
relevance
The traditional chalk and talk
method supplemented with power
point presentations; discussion
sessions in the class related to
topic; Discussion of e-resources.
Class tests will be
conducted for internal
assessment. Assignments
to enhance the learning
and understanding.
II Students will learn about
the different behaviors
displayed by animals such
as instinct, conditioning,
habituation and imprinting
The traditional chalk and talk
method supplemented with power
point presentations; Visit of
students to a Forest/ Wild life
Sanctuary/ Biodiversity
Park/Zoological Park to help them
understand field observations.
Problems will be assigned
to encourage them to
explore more about the
concept. Report related to
the visit giving an account
of their field observations
III Students will learn about
the different patterns of
behavior such as reflexes,
orientation, kinesis and
taxis.
The traditional chalk and talk
method supplemented with power
point presentations; Students will
study the behavioral responses of
wood lice to dry and humid
conditions.Students will study the
phototaxis behavior in insect
larvae
Oral questions will be
asked in the class.
Problems will be assigned
to test student‟s analytical
ability.Class tests will be
conducted for internal
assessment.
IV Students will learn the
concept of Society and
concept of sociobiology
with help of various
examples.
The traditional chalk and talk
method supplemented with power
point presentations; Students will
be shown videos to explain the
concept.
Oral questions will be
asked in the class. Class
tests will be conducted for
internal assessment.
V Students will learn about
the concept of sexual
behavior and reproductive
behavior pattern
The traditional chalk and talk
method supplemented with power
point presentations;
Students will be shown videos to
explain the concept
Oral questions will be
asked in the class. Class
tests will be conducted for
internal assessment.
VI Students will learn about
the biological rhythms and
relevance of biological
clock.
The traditional chalk and talk
method. Students will do computer
simulation of actogram
construction of suitable animal
models.
Students will be asked to
give short presentations
related to the subject.
(**Assessment tasks enlisted here are indicative in nature)
89
5. Teaching Plan
Week 1: Origin, history and significance of ethology: Brief profiles of Karl von Frisch,
Ivan Pavlov, Konrad Lorenz, Niko Tinbergen, Franz Halberg. Proximate and ultimate
causes of behavior;Innate behavior: Instinct, FAP.
Week 2: Learning: Associative learning: Classical and Operant conditioning; Non-
associative learning: Habituation, Imprinting; Stimulus filtering; Sign stimuli; Code
breakers.
Week 3: Reflexes: Types of reflexes, reflex path, characteristics of reflexes (latency, after
discharge, summation, fatigue, inhibition) and its comparison with complex behavior.
Week 4: Orientation: Primary and secondary orientation; kinesis-orthokinesis,
klinokinesis; taxis-tropotaxis and klinotaxis, menotaxis (light compass orientation).
Week 5: Concept of Society; Degree of sociality; Insects‟ society with Honeybee as
example: Society organization and caste system, Haplodiploidy in honeybees.
Week 6: polyethism v/s polymorphism; Dance as means of communication; Experiments
to prove distance and direction component of dance, learning ability in honey bee,
swarming and formation of new hive/queen.
Week 7: Altruism andReciprocal altruism, Hamilton‟s rule and inclusive fitness with
suitable examples.
Week 8: Asymmetry of sex, Sexual dimorphism mate choice, Intra-sexual selection (male
rivalry: competition, territoriality,infanticide).
Week 9: Inter-sexual selection (female choice), Consequences of mate choice for female
fitness, Reproductive behaviour pattern (Courtship, mating system, Parental care).
Week 10: Types and properties of biological rhythms: Circadian rhythms, Tidal rhythms,
Lunar rhythms; Role of zeitgebers in Entrainment.
Week 11: Role of melatonin, Relevanceof biological clocks.
Week 12: Sleep disorders: endogenous and exogenous; Chronotherapy.
6. Keywords
Animal behaviour, Ethology, Sexual selection, Altruism, Chronobiology, Biological
rhythms, Biological clock, Circadian rhythms.
90
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
DISCIPLINE SPECIFIC ELECTIVE
Biotechnology (DSE-3)
SEMESTER – V
1. Course Objective
The objective of the course is to introduce to the students the basic biotechnology
techniques and fundamentals of recombinant DNA technology with an aim to develop an
understanding of the use of various techniques like cell culture, cloning, polymerase chain
reaction and sequencing and their applications in medicine and industry. The course has
been designed to create awareness among students for ethical concerns related to
genetically modified organisms/crops and impact of such biotechnological advancements
on the individual and society.
2. Course Learning Outcomes
Students will learn various techniques used in recombinant DNA technology.
Students will learn about the biology of plasmids and phages and their uses in
designing different cloning vectors.
Students will learn about the designing and application of expression vectors.
Students will get an insight into animal and plant biotechnology, creating transgenic
animals and plants and its application in therapeutics.
Students will appreciate the ethical concerns related to genetically modified
organisms and impact of biotechnology on the society.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I Basic Recombinant DNA technology No of Hours: 14
Overview of recombinant DNA technology, Restriction-modification systems,
Restriction endonucleases and other enzymes used in manipulating DNA molecules,
Cloning vectors used in prokaryotes and eukaryotes, plasmid vectors (pBR322, pUC8,
pGEM3Z), bacteriophage based vectors (M13 and lambda), high capacity vectors (BAC
and cosmid), vectors for yeast, animals and plants, Joining DNA fragments, linkers and
adaptors, introduction of DNA into bacterial cells and selection for recombinants, direct
selection, colony and plaque hybridization, Polymerase chain reaction and DNA
sequencing.
Unit II: Expression of Cloned Genes No of Hours: 6
Vectors for expression of foreign genes in E. coli, cassettes and gene fusions, Challenges
in producing recombinant protein in E. coli, Production of recombinant protein by
eukaryotic cells, Fusion tags and their role in purification of recombinant proteins,
91
Protein engineering.
Unit III: Plant Biotechnology No of Hours: 12
Introduction to cell and tissue culture, Plant tissue culture media (composition, types and
preparation), plant hormones and growth regulators in tissue culture, Preparation of
suitable explants for organogenesis, Micropropagation on large scale, somatic
embryogenesis, protoplast culture and somatic hybridization, Anther, pollen and ovary
culture for production of haploid plants and homozygous lines. Agrobacterium mediated
gene transfer, Mechanisms of DNA transfer into animal cells, general features of Ti and
their use as vectors, reporter genes,
Unit IV: Animal Biotechnology No of Hours: 6
Characteristics of cells in culture, Culture media – composition and preparation,
Balanced salt solution - chemical, physical and metabolic functions of different
constituents of culture medium-Role of CO2.Culturing and maintenance of different
animal cell lines (Primary and established cell lines), methods of gene transfer to animal
cells, creating transgenic animals, Artificial Insemination.
Unit V: Applications in Plant and Animal Biotechnology No of Hours: 8
Transgenic plants, Crop improvement, herbicide resistance, insect resistance, production
of recombinant gene products like Insulin and Factor VIII, Animal models for tackling
human diseases (Gene knock out in mice models), Gene therapy, Recombinant vaccines.
Unit VI: Biosafety, Bioethics and Society No of Hours: 2
Biosafety, containment issues, emergence of antimicrobial resistance, Genetically
modified organisms and plants, risks and controversies, Significance of patents.
3.2 PRACTICALS
TOTALHOURS: 48 CREDIT: 2
1. Isolation of plasmid DNA from E. coli cells
2. Digestion of plasmid DNA with restriction enzymes and agarose gel electrophoresis
3. Amplification of a DNA fragment by PCR
4. Transformation of E. coli cells with plasmid DNA
5. Selection of transformants by antibiotic resistance
6. Aseptic culture of explants on nutrient media
3.3 REFERENCES
1. Brown, T.A. (2010). Gene Cloning and DNA Analysis.Oxford, UK : Wiley-Blackwell.
2. Glick B.R., Pasternak, J.J. and Patten, C.L.,(2010). Molecular Biotechnology: Principles
and Applications of Recombinant DNA. Washington DC. ASM Press.
3. Primrose, S.B., and Twyman, (2006). Principles of Gene Manipulation and
Genomics.Oxford, UK:R. M., Blackwell.
92
Additional Sources
1. Green, M. R. and Sambrook, J. (2013). Molecular Cloning: A Laboratory Manual.
New York: CSHL Press.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I Students will learn about
various enzymes used in RDT,
and cloning vectors used in
prokaryotes and eukaryotes.
They will also gain insight
into the techniques like PCR
and DNA sequencing.
Teaching using chalk and
board; Oral discussion
sessions in the class. Power
point presentations may be
used for explaining certain
topics.
Practical will be
designed in such a way
so as to reinforce the
concepts learnt bin
theory.
II Students will learn about
designing and use of
expression vectors for
prokaryotic systems.
Teaching using chalk and
board; Oral discussion
sessions in the class. Power
point presentations may be
used.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment
III Students will learn about
different types of cell and
plant tissue culture techniques.
Teaching using chalk and
board; Power point
presentations may be used
for explaining certain
topics
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment
IV Students will learn about
animal biotechnology and
about the methods and
techniques used in animal cell
culture.
Teaching using chalk and
board; Oral discussion
sessions in the class. Power
point presentations may be
used for explaining certain
topics.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment.
V Students will learn about the
applications of biotechnology
in creating transgenic animals
and plants, and in
therapeutics.
Oral discussion sessions in
the class. Power point
presentations may be used
for explaining certain
topics.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment.
VI Students will learn about the
importance of ethical concerns
related to genetically modified
organisms/crops and the
impact of biotechnology on
the society.
Teaching using chalk and
board; Power point
presentations may be used
for explaining certain
topics.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment.
(**Assessment tasks enlisted here are indicative in nature)
93
5. Teaching Plan
Week 1: Overview of recombinant DNA technology, Restriction-modification systems,
Restriction endonucleases and other enzymes used in manipulating DNA molecules,
Cloning vectors used in prokaryotes and eukaryotes, plasmid vectors (pBR322, pUC8,
pGEM3Z).
Week 2: Bacteriophage based vectors (M13 and lambda), high capacity vectors (cosmid
and BAC) Vectors for yeast, animals and plants.
Week 3: Joining DNA fragments, linkers and adaptors, introduction of DNA into
bacterial cells and selection for recombinants. Direct selection, colony and plaque
hybridization.
Week 4: Polymerase chain reaction and DNA sequencing. Vectors for expression of
foreign genes in E. coli, cassettes and gene fusions.
Week 5: Challenges in producing recombinant protein in E. coli, Production of
recombinant protein by eukaryotic cells, Fusion tags and their role in purification of
recombinant proteins, Protein engineering.
Week 6: Introduction to cell and tissue culture, Plant tissue culture media (composition,
types and preparation), plant hormones and growth regulators in tissue culture.
Week 7: Preparation of suitable explants for organogenesis Micropropagation on large
scale, somatic embryogenesis, protoplast culture and somatic hybridization.
Week 8: Anther, pollen and ovary culture for production of haploid plants and
homozygous lines Agrobacterium mediated gene transfer, general features of Ti and their
use as vectors.
Week 9: Mechanisms of DNA transfer into animal cells, reporter genes.Characteristics of
cells in culture, Culture media, composition and preparation, balanced salt solution,
chemical, physical and metabolic functions of different constituents of culture medium.
Week 10: Role of CO2, Culturing and maintenance of different animal cell lines (Primary
and established cell lines). Methods of gene transfer to animal cells, creating transgenic
animals. Artificial Insemination.
Week 11: Transgenic plants, Crop improvement, herbicide resistance, insect resistance,
production of recombinant gene products like Insulin and Factor VIII, Animal models for
tackling human diseases (Gene knock out in mice models).
Week 12: Gene therapy, Recombinant vaccines. Biosafety, containment issues,
emergence of antimicrobial resistance. Risks and controversies linked with genetically
modified organisms and plants. Significance of patents.
6. Keywords
Recombinant DNA Technology, Vectors, Transformation, Transgenic plants, Plant tissue
culture, Bioethics.
94
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
DISCIPLINE SPECIFIC ELECTIVE
Endocrinology (DSE-4)
SEMESTER – V
1. Course objectives
The course is designed to enable the students to understand and appreciate the delicate
network and balance of hormones required for a healthy functioning of the body. The
course emphasises on the different types of hormones along with their physiological
action. The students will be taught the consequences of any hormonal imbalances (over
and underproduction of hormones) with special emphasis on human diseases. The course
is designed to help students understand the role of the endocrine system in maintaining
homeostasis, integrating growth and development, responding to the environment and for
successful reproduction.
2. Course Learning Outcomes
Students will learn about the different classes of hormones, their structure, synthesis
and mode of action.
Students will learn about the regulation of hormone secretion and how hormones are
transported in the blood.
Students will learn about the roles of hormone receptors in hormone action including
their location, type and signalling pathways.
To compare and contrast the different mechanisms of action of hormones: i.e. those
exerted by modulation of gene expressionto those that cause changes in protein
activity.
Students will appreciate the molecular, biochemical and physiological effects of
hormones on cells and tissues and consequences of specific endocrine disorders.
3. Course Content
3.1THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction to Endocrinology No. of Hours: 4
History of endocrinology, characteristic of Hormones, Classification –Local and
circulatinghormones, general classes of chemical of chemical messengers- peptide
hormones, steroid hormones, neurotransmitters, neuropeptides, eicosanoids,
pheramones. Cellular receptors and hormone action (nuclear receptors, cell surface
receptors and coupled second messenger system).
Unit II:Hypothalamic-Pituitary system No. of Hours: 8
Hypothalamus; structure of hypothalamus, names and functions of important
hypothalamicnuclei, neuroendocrine regulation of endocrine glands and feedback
95
mechanisms.PituitaryGland: structure of pituitary and its hormones.Secretion,
transportation, storage, and functions of hormones.Hypothalamo- Hypophyseal axis.
Pineal gland, secretions and theirfunctions in biological rhythms and reproduction.
Unit III: Thyroid-Parathyroid system No. of Hours: 10
Thyroid gland: structure of thyroid gland, synthesis and functions of thyroid
hormones, mode of action, regulation of thyroid hormone secretion; thyrocalcitonin.
Disorders of thyroid gland (hyperthyroidism, Hypothyroidism, Graves disease,
Goiter)Parathyroid Glands: Secretion and action of parathyroid Hormones, role of
parathyroid hormoneand calcitonin in calcium homeostasis, disorders of parathyroid
gland (hyperparathyroidism).
Unit IV: Adrenal gland and its hormones No. of Hours: 10
Adrenal gland: structural of adrenal gland,synthesis of hormones of the adrenal
cortexand medulla; Biological action of glucocorticoids, mineralocorticoids,
adrenaline andnoradrenaline on carbohydrate and protein metabolism; Role of adrenal
hormones on cardiovascular system,osmoregulation andstress (Flight and fight
response).Diseases related to adrenal cortex and medulla (primary
hyperaldosteronism, Cushing‟s syndrome, pheochromocytoma)
Unit V: Pancreas and Gastrointestinal hormones No. of Hours: 12
Structure of Pancreatic Islets of Langerhans. Insulin secretion,Glucagon secretion,
mode of action of both hormones incontrolling the blood glucose level. Diabetes
mellitus.A brief account of hormones of gastrointestinal tract (Gastrin, Secretin family
of hormones) and kidney (erythropoietin). Regulation of appetite and satiety: Leptin
and Grehlin hormones.
Unit VI: Reproductive endocrinology No. of Hours: 4
Male Reproductive system; hormonal control of testes; Biosynthesis of
testosterone, functions of testosterone. Female Reproductive system: role of hormones
inFemale ovarian (estrous/menstrual) cycle, placental hormones; parturition and
lactation.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. Study of the permanent slides of all the endocrine glands
2. Esrous cycle of rat.- Vaginal smear
3. Castration/ ovariectomy (subject to availability of rat).
4. Study of LH and HCG hormones through Ovulation and Pregnancy kits available
in the market.
5. Tissue processing, microtomy and hematoxylin/eosin staining of endocrine
glands: ovary, testis, thyroid and adrenal.
6. T3, T4 determination assays using ELISA.
Estimation of blood glucose level using glucometer/ glucose kit.
96
3.3 REFERENCES
1. Guyton, A. C. (2005). Textbook of Medical Physiology 11th Eleventh Edition
(111th, Eleventh Edition edition ed.). Saunders Co.
2. Jameson, J. (2010). Harrison’s Endocrinology, Second Edition (2 edition). New
York: McGraw-Hill Professional.
3. Turner, C. D. (1971). General Endocrinology (5th Revised edition edition; J. T.
Bagnara, ed.). Philadelphia: W.B. Saunders Company.
Additional resources
1. https://www.endotext.org/A free clinical endocrinology internet resource.
https://www.mooc-list.com/tags/endocrine-system
3. https://www.mooc-list.com/course/anatomy-gastrointestinal-reproductive-and-
endocrine-systems-edx
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I The students will be able to
explain the various types of
hormones based on their
chemical characteristics
and their mode of action.
Projection of videos or short
movies available on the
subject will be used to
enhance the understanding of
the subject.Study of the
permanent slides of all the
endocrine glands will
establish location and
function of various
hormones.
Group discussions,
MCQ based tests, paper
presentations on
relevant topics.
Assignments and Class
tests will be conducted
for internal assessment
II The students will be able to
describe the anatomy and
histology of the endocrine
systems particularly the
hypothalamus, pituitary
and the pineal gland along
with mechanism of storage,
transportation and secretion
of various associated
hormones.
Projection of videos or short
movies available on the
subject will be used. Cellular
and hormonal features of
pituitary gland will be
highlighted with the study of
various permanent
histochemical stained slides.
Group discussions,
MCQ based tests, paper
presentations on
relevant topics. Mock
practicals.Assignments
and Class tests will be
conducted for internal
assessment.
III The students will be able to
discuss the normal
functioning of thyroid and
parathyroid glands along
and the understanding of
diagnosis, treatment and
prevention of thyroid and
parathyroid disorders.
Projection of videos or short
movies available on the
subject will be used.
Determine the serum
concentration of T4 in a
clinical sample and interpret
the results with respect to
hyper or hypo thyroidism.
Group discussions,
MCQ based tests, paper
presentations on
relevant topics.
Assignments and Class
tests will be conducted
for internal assessment.
97
IV The students will be able to
describe the anatomy and
histology of adrenal gland.
The students will also able
to discuss the common
endocrine disorders
associated with adrenal
glands.
Normal Cellular and
hormonal features of Adrenal
gland will be highlighted
with the study of various
histochemically stained
slides. Diseases related to
adrenal cortex and medulla
will be understood with the
help of photomicrographs.
Group discussions,
MCQ based tests, paper
presentations on
relevant topics.
Assignments and Class
tests will be conducted
for internal assessment
V The students will be able to
describe the anatomy and
histology of pancreas.The
students will be able to
discuss the causes,
diagnosis, investigation,
treatment, complications
and prevention of diabetes
mellitus.
Estimation of blood glucose
level using glucometer/
glucose kit will help students
understand the basics
investigation of diabetic
conditions. Microscopic
analysis of pancreas to
understand cellular
architecture of cells involved
in insulin and glucagon
production.
Group discussions,
MCQ based tests, paper
presentations on
relevant topics.Mock
practicals,assignments
and Class tests will be
conducted for internal
assessment
VI The students will be able to
describe the anatomy and
histology of testis and
ovary and explain their role
as endocrine glands.The
students will be able to
outline the biosynthesis of
androgens and estrogens
and their key role in
ovarian cycle, gestation,
parturition and lactation
Esrous cycle - will be studied
through Vaginal smear
preparation from rat. Study
of LH and HCG hormones
through Ovulation and
Pregnancy kits. Castration/
ovariectomy (subject to
availability of rat).
Group discussions,
MCQ based tests, paper
presentations on
relevant topics. Mock
practicals, assignments
and class tests will be
conducted for internal
assessment.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: History of endocrinology, characteristic of Hormones, Classification –Local and
circulating hormones, general classes of chemical of chemical messengers- peptide
hormones, steroid hormones, neurotransmitters, neuropeptides, eicosanoids, pheramones.
Cellular receptors and hormone action (nuclear receptors, cell surface receptors and
coupled second messenger system).Hypothalamus; structure of hypothalamus.
Week 2: Names and functions of important hypothalamic nuclei, neuroendocrine
regulation of endocrine glands and feedback mechanisms.
Week 3: Pituitary Gland: structure of pituitary and its hormones. Secretion,
transportation, storage, and functions of hormones. Hypothalamo- Hypophyseal
axis.Pineal gland, secretions and their functions in biological rhythms and reproduction.
98
Week 4: Thyroid gland: structure of thyroid gland. Synthesis and functions of thyroid
hormones, mode of action, regulation of thyroid hormone secretion; thyrocalcitonin.
Week 5: Disorders of thyroid gland (hyperthyroidism, Hypothyroidism, Graves‟s
disease, Goiter). Parathyroid Glands: Secretion and action of parathyroid Hormones,
role of parathyroid hormone and calcitonin in calcium homeostasis
Week 6: Disorders of parathyroid gland (hyperparathyroidism).Adrenal gland: structural
of adrenal gland, synthesis of hormones of the adrenal cortexand medulla (2 classes)
Week 7: Biological action of glucocorticoids, mineralocorticoids, adrenaline and
noradrenaline on carbohydrate and protein metabolism.
Week 8: Role of adrenal hormones on cardiovascular system, osmoregulation and stress
(Flight and fight response).
Week 9: Diseases related to adrenal cortex and medulla (primary hyperaldosteronism,
Cushing‟s syndrome, pheochromocytoma) Structure of Pancreatic Islets of Langerhans.
Insulin secretion
Week 10: Glucagon secretion.Mode of action of both hormones in controlling the blood
glucose level.Diabetes mellitus.A brief account of hormones of gastrointestinal tract
(Gastrin, Secretin family of hormones)
Week 11: Hormones of the kidney (erythropoietin). Regulation of appetite and satiety:
Leptin and Grehlin hormones.
Week 12: Male Reproductive system; hormonal control of testes; Biosynthesis
oftestosterone, functions of testosterone.Female Reproductive system: role of hormones
in ovarian (estrous/menstrual) cycle, placental hormones; parturition and lactation
6. Keywords
Endocrine, Hormone, Diabetes, Hypothyroid, Hyperthyroid, Fight and Flight Response,
Growth Hormone.
99
B.Sc. (HONOURS) BIOLOGICAL SCIENCE(CBCS STRUCTURE)
DISCIPLINE SPECIFIC ELECTIVE
Natural Resource Management (DSE-5)
Semester – VI
1. Course Objective
The course will enable students to understand the role of natural resources in maintaining
ecological balance.It will help them to appreciate different types of natural resources and
the threats faced by them.The course covers basics concepts as well as applied aspects
required in conservation and management of natural resources.
2. Course Learning Outcomes
Students will be able to define and differentiate between biological and physical
natural resources.
Students will appreciate the role of natural resources in ecological, economic and
socio-cultural activities.
Students will understand the effect of anthropogenic interference on natural resources.
Students will understand and appreciate the laws and policies associated with resource
management and conservation.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Natural Resources and Sustainable Utilization No. of Hours: 8
Definition and types of Natural resources (physical and biological), Biodiversity
register, Concept, Guiding principles of sustainable development, Brundtland
commission, approaches to sustainable utilization (economic, ecological and socio-
cultural)
Unit II: Land and Water No. of Hours: 8
Utilization of land (agricultural, pastoral, horticultural, silvicultural); Mining, Soil
degradation, Reclamation and management, Utilization of water: Fresh (rivers, lakes,
groundwater, aquifers, watershed) and Marine; Estuarine; Wetlands; Threats and
management strategies.
Unit III: Biological Resources No. of Hours: 10
Biodiversity-definition, types and level; Significance; Categories of threats; climate
change, Management strategies; Bioprospecting; Introduction to IPR; CBD; National
Biodiversity Action Plan, Biodiversity Act 2002, Living planet index, Ecological
footprint
100
Unit IV: Forests and Energy No. of Hours: 10
Definition and types, Cover and its significance (phytogeographical distribution with
special reference to India); Agroforestry, Major and minor forest products (non-wood
forest products); Depletion; Management (joint forest management), Renewable and
non-renewable sources of energy (tidal energy, ocean thermal energy conversion)
Unit V: Contemporary practices in Resource Management No. of Hours: 12
EIA, GIS, Participatory Resource Appraisal, Ecological Footprint with emphasis on
carbon footprint, Resource Accounting; Types of waste and waste management
strategies (solid waste, landfill sites, biogas, e-waste, vermicompost), National and
international efforts in resource management and conservation.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. Estimation of solid waste generated by a domestic system (biodegradable and
non- biodegradable) and its impact on land degradation.
2. Collection of data on forest cover of specific area and correlate it with conservation
and socio economic practices.
3. Measurement of woody species by DBH (diameter at breast height) method.
4. Calculation and analysis of ecological/ carbon footprint by using online calculators.
5. Ecological modelling (climate change models).
6. Estimation of soil organic carbon by Walkley and Black‟s method.
7. Visit to landfill sites/ mining area/sewage treatment plant.
3.3 REFERENCES
1. Rogers, P.P., Jalal, K. F., & Boyd, J. A. (2008).Introduction to Sustainable
Development. New Delhi: Prentice Hall of India Private Limited
2. Singh, J. S., Singh, S. P., & Gupta, S. R. (2017).Ecology and Environmental
Science and Conservation. New Delhi: S Chand and Company Ltd.
3. Singh, J.S., Singh, S.P., & Gupta, S. (2006). Ecology, Environment and Resource
Conservation. New Delhi: Anamaya Publications.
4. Vasudevan, N. (2006). Essentials of Environmental Science. New Delhi: Narosa
Publishing House.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes
Unit
No.
Course Learning Outcomes Teaching and Learning
Activity
Assessment Tasks
I Students will learn about the
types of natural resources and
principles of sustainable
utilization.
Power point presentations;
Teaching using chalk and
board; Group discussions in
the class.
Class tests will be
conducted for
internal assessment
Questions will be
asked in the class.
101
II Students will learn about the
different types of land and water
resources and their conservation
and management strategies.
Power point presentations;
Teaching using chalk and
board; Group discussion,
Case studies.
Students will take up
case studies and
participate in group
discussion (e.g. Case
study of river Ganga
etc.)
III Students will be able to define
biodiversity and enlist its types
and appreciate the need to
conserve biodiversity and
understand various conventions
associated with it.
Power point presentations;
Teaching using chalk and
board; role play, Case
studies.
Students will be
given worksheets /
assignments to test
their understanding
of the subject.
IV Students will be able to
understand the role of different
stakeholders in planning and
implementing forest
management
Power point presentations;
Teaching using chalk and
board; Oral discussion
sessions in the class
Class tests will be
conducted for
internal assessment
V Students will learn about
different national and
international policies in resource
management and different types
of wastes and their management.
Power point presentations;
Teaching using chalk and
board; discussion sessions in
the class.
Students will be
given worksheets /
assignments to test
their understanding
of the subject.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Definition and types of Natural resources (physical and biological), Biodiversity
register.
Week 2: Concept, Guiding principles of sustainable development, Brundtland
commission, approaches to sustainable utilization (economic, ecological and socio-
cultural).
Week 3: Utilization of land (agricultural, pastoral, horticultural, silvicultural); Mining,
Soil degradation, Reclamation and management.
Week 4: Utilization of water: Fresh (rivers, lakes, groundwater, aquifers, watershed) and
Marine; Estuarine; Wetlands; Threats and management strategies.
Week 5: Biodiversity-definition, types and level; Significance; Categories of threats.
Week 6: Climate change, Management strategies; Bioprospecting; Introduction to IPR;
CBD; National Biodiversity Action Plan, Biodiversity Act 2002.
Week 7: Living planet index, Ecological footprint, Definition and types of forests,
Management (joint forest management).
102
Week 8: Cover and its significance (phytogeographical distribution with special
reference to India); Agroforestry, Major and minor forest products (non-wood forest
products).
Week 9: Depletion, Renewable and non-renewable sources of energy (tidal energy,
ocean thermal energy conversion).
Week 10: EIA, Participatory Resource Appraisal, Ecological Footprint with emphasis on
carbon footprint, Resource Accounting.
Week 11: Types of waste and waste management strategies (solid waste, landfill sites,
biogas, e-waste, vermicompost).
Week 12: GIS, National and international efforts in resource management and
conservation.
6. Keywords
Natural resources, sustainable development, waste management, climate change, agro
forestry, ecological footprint.
103
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
DISCIPLINE SPECIFIC ELECTIVE
Wildlife Biology and Conservation (DSE-6)
SEMESTER – VI
1. Course Objectives
The course aims to familiarize students with diverse aspects of wildlife and their
conservation, including the significance of wildlife, major natural and anthropogenic
threats as well as management of their population and habitats. The course also explores
different techniques, perspectives, and approaches to both identify and achieve wildlife
management goals. The main objective of this course is to develop interest and invoke a
sense of responsibility among students towards wildlife conservation. This course will
motivate students to pursue career in the field of wildlife conservation and management.
2. Course Learning Outcomes
Students will learn about the importance of wildlife, its conservation and
management.
Students will learn about major causes of wildlife depletion and important in-situ
and ex-situ strategies for the conservation of their genetic diversity.
Students will learn about the management practices required to achieve a healthy
ecosystem for wildlife population along with emphasis on conservation and
restoration.
Students will gain knowledge about the Protected Area Networks in India,
Ecotourism, Human-animal conflict and other challenges in wildlife management.
Students will be encouraged towards critical thinking, literature review; scientific
writing as well as presentations and participation in citizen science initiatives with
reference to wildlife.
3. Course Contents:
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction No. of Hours: 2
Values of wildlife; Ethics of wildlife conservation; Causes of depletion; Importance of
Conservation.
Unit II: Evaluation and management of wild life habitat No. of Hours: 10
Physical parameters: Topography, geology and water; Biological Parameters food,
cover; Setting back succession: Grazing, logging, Mechanical treatment; Advancing
successional process: Cover construction.
Unit III: Population estimation No. of Hours: 10
104
Standard estimation procedures: Faecal analysis of ungulates and carnivores: Hair,
antler, pug marks and hoof marks identification; Mortality, Natality, Population Size,
Age Pyramids, Ecological and Crude Density; Survey Methods: Trail/transect
monitoring, Quadrat method, Census method, Geographical Information System
(GIS), GlobalPositioning System (GPS) and Remote Sensing (RS).
Unit IV: Modern Concepts and strategies of Wildlife Management No. of Hours: 13
Protected Area Network (PAN): Preservation of general genetic diversity: in-situ and
ex-situ conservation strategies; National parks, sanctuaries, Biosphere reserves;
Conservation and community reserve, Important features of protected areas in India;
WWFN, IUCN, and CITES. Wild life Legislation – Wildlife Protection act (1972), its
amendments and implementation. IUCN Red data book and red list categories (only
names); Project Tiger: Tiger conservation - Tiger reserves in India; Management
challenges in Tiger reserve; Objectives and activities of Project Elephant and Project
Crocodile.
Unit V: Management of excess Population and Translocation No. of Hours: 8
Bio- telemetry; Common diseases of wild animal: Zoonosis (Ebola and
Salmonellosis), Rabies, Foot and mouth disease and Tuberculosis; Quarantine;
Population Viability Analysis (PVA), rescue, rehabilitation and reintroduction.
Unit VI: Challenges in Wildlife Management No. of Hours: 5
Poaching, illegal trading, conflict management and shifting from extraction to
preservation;effect of extinction of a species on ecosystem, Human-animal conflict;
Eco tourism / wild life tourism in forests.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. Identification and Study of five mammalian, avian and herpeto fauna through
direct and indirect evidences seen on a field trip to a wildlife conservation site.
2. Demonstration of basic equipment needed in wildlife studies use, care and
maintenance
3. (Compass, Binoculars, Spotting scope, Range Finders, Global Positioning
System, Various
4. types of Cameras and lenses)
5. Familiarization and study of animal evidences in the field: Identification of
animals through pug marks, hoof marks, scats, pellet groups, nest and antlers.
6. Demonstration of different field techniques for flora and fauna: PCQ, Quadrat
method for diversity: Circular, Square & rectangular plots.
7. Trail / transect monitoring for abundance and diversity estimation of mammals
and bird
8. (Direct and indirect evidences): Identification of Big Cats (Lion, Tiger, Panther,
Cheetah, Leopard and Jaguar); Birds of Prey (Eagle, Kite, Vulture, Falcon,
Hawk and Owl) and Poisonous snakes (Cobra, Krait, Viper).
105
A report based on a visit to a National Park/ Wildlife Sanctuary/ Biodiversity
Park or any other wildlife conservation site.
3.3 REFERENCES
1. B. B. Hossetti (1997). Concepts in wildlife management. Daya Publishing House,
Delhi.
2. R Woodroff, S Thirgood and A. Rabinowitz (2005). People and Wildlife, Conflict
or Coexistence?.Cambridge University Press.
3. Saha, G. K. and Mazumdar, S. (2017). Wildlife Biology: An Indian Perspective.
PHI Publishing.
4. T A Bookhout (1996)Research and Management Techniques for Wildlife and
Habitats,5thEd. The Wildlife Society, Allen Press.
5. W J Sutherland, (2000). The Conservation Handbook: Research, Management and
Policy.Blackwell Sciences.
Additional resources
1. https://papaco.org/mooc-on-species-conservation/
2. https://www.openlearning.com/umtmooc/courses/wildlife-management
3. https://www.zsl.org/united-for-wildlife-free-conservation-courses
5. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning Outcomes Teaching and Learning
Activity
Assessment Tasks
I The students will be made
aware about the importance of
wildlife, values of wildlife,
ethics of wildlife
conservation; causes of
depletion as well
asimportance of conservation
and management.
The traditional chalk and
talk method. Projection
of videos or short movies
available on the subject
will enhance the
understanding of the
subject.
Paper presentations on
relevant topics, Poster
presentation,
Powerpoint
presentations,
Assignments and
Class tests will be
conducted for internal
assessment
II Students will be able to
understand the importance of
preserving not just the
wildlife, but their whole
ecosystem. They will study
the physical parameters as
well asbiological parameters
concerned with wildlife
conservation.
The traditional chalk and
talk method to be
supplemented with LCD
projection system and
use of visualizer for
theory classes.
Group discussions,
Book reviews,
MCQ based tests,
Paper presentations on
relevant topics, Poster
presentation.
106
III The students will understand
the biology of wildlife as well
as get familiar with the
techniques for wildlife
estimation.
E-Museum: Digital
collection of pictures of
pugmarks, hoof marks,
birds nests, wild fauna
and flora will facilitate
observation of their
characteristic features
with ease.
Educational Visits:
Field visits to various
conservation sites like
Corbett National Park,
Aravali Biodiversity Park
and National Zoological
Park will provide
students a practical or
hands on knowledge of
the subject and allow
them to interact with
forest officers.
Group discussions,
Book reviews,
MCQ based tests,
Paper presentations on
relevant topics, Poster
presentation,
Powerpoint
presentations, Report
of the Educational
visit.
A write up of the
hands-on field based
activity performed
with results.
Assignments and
Class tests will be
conducted for internal
assessment
IV In this unit, the students will
be able to comprehend the
modern concepts and
strategies of Wildlife
Management within and
outside their habitat. This unit
will also provide the
information about the ongoing
governmental and
intergovernmental efforts to
conserve wildlife.
Educational Visits:
Field visits to various
conservation sites like
Jim Corbett National
Park, Aravali
Biodiversity Park and
National Zoological Park
will provide students a
practical or hands on
knowledge of the subject
and allow them to
interact with forest
officers.
Citizen Science
Initiatives: Students
should participate in
citizen science initiatives
related to wildlife such as
bird counts and
uploading of the data on
E-bird.org.
Group discussions,
Book reviews,
MCQ based tests,
Paper presentations on
relevant topics, Poster
presentation,
Powerpoint
presentations,
Assignments and
Class tests will be
conducted for internal
assessment
107
V In this unit the students will
be made to understand the
common diseases of wild
animals and awareness about
quarantine policies.
The traditional chalk and
talk method to be
supplemented with LCD
projection system.
Projection of videos or
short movies available on
the subject will enhance
the understanding of the
subject.
Group discussions,
Book reviews,
MCQ based tests,
Paper presentations on
relevant topics, Poster
presentation,
Powerpoint
presentations.
VI Students will be acquainted
with the challenges in
Wildlife Management such as
poaching, illegal trading,
conflict management and
shifting from extraction to
preservation.The students will
be made to understand
human-animal conflict and
also about Eco tourism / wild
life tourism in forests.
Interaction with wildlife
expert: Lecture and real
experience on Challenges
in wildlife management
by awildlife expert
helpstudents to have a
feeling of belonging with
the course.
Paper presentations on
relevant topics, Poster
presentation,
Powerpoint
presentations,
Assignments and
Class tests will be
conducted for internal
assessment.
(**Assessment tasks enlisted here are indicative in nature)
5. TeachingPlan
Week 1: Values of wildlife; Ethics of wildlife conservation; Causes of depletion;
Importance of conservation.Introduction of Unit 2, Physical parameters.
Week 2: Physical parameters: Topography, geology and water; Biological Parameters
food, cover.
Week 3: Setting back succession: Grazing, logging, Mechanical treatment; Advancing
successional process: Cover construction.
Week 4: Standard estimation procedures: Faecal analysis of ungulates and carnivores:
Hair, antler, pug marks and hoof marks identification.
Week 5: Survey Methods: Mortality, Natality, Population Size, Age Pyramids,
Ecological and Crude Density.
Week 6: Geographical Information System (GIS), GlobalPositioning System (GPS), and
Remote Sensing (RS). (2 classes)Protected Area Network (PAN): Preservation of
general genetic diversity: in-situ and ex-situ conservation strategies.
Week 7: National parks, sanctuaries, Biosphere reserves; Conservation and community
reserve, Important features of protected areas in India; WWFN, IUCN, and CITES.
108
Week 8: Wild life Legislation – Wildlife Protection act (1972), its amendments and
implementation. IUCN Red data book and red list categories (only names); Project Tiger:
Tiger conservation - Tiger reserves in India.
Week 9: Management challenges in Tiger reserve; Objectives and activities of Project
Elephant and Project Crocodile.Introduction Bio- telemetry.
Week 10: Common diseases of wild animal: Zoonosis (Ebola and Salmonellosis),
Rabies, Foot and mouth disease and Tuberculosis.
Week 11: Quarantine; Population Viability Analysis (PVA), rescue, rehabilitation and
reintroduction.Poaching, illegal trading.
Week 12: Conflict management and shifting from extraction to preservation;effect of
extinction of a species on ecosystem, Human-animal conflict; Eco tourism / wild life
tourism in forests.
6. Keywords
Wildlife Habitat management, Pugmarks, Wildlife management, Project tiger, Protected
Area Network, Red list.
109
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
DISCIPLINE SPECIFIC ELECTIVE
Nutritional Biochemistry (DSE-7)
SEMESTER – VI
1. Course Objective
The objective of the course is to provide the students with an understanding of the
nutrition based concepts of cellular metabolism. It focuses on the concept of energy
metabolism and is a comprehensive study of the cellular and biochemical mechanisms
that govern the digestion, assimilation and utilization of major and minor dietary
components required to maintain health. It will allow the students to understand and
appreciate the factors and biochemical events that cause ill-health due to malnutrition.
2. Course Learning Outcomes
Students will understand the digestion, absorption and utilization of the major
dietary components like carbohydrates, proteins and lipids.
Students will comprehend and appreciate the importance of energy metabolism of
the body in regulating body composition and health.
Students will appreciate and understand the role of dietary fiber, essential fatty
acids, and lipotropic factors in coordinating biochemical and cellular events that
ensure good health.
Students will get an understanding of the biochemical mechanism by which
vitamins and minerals regulate cellular metabolism and health.
Students will develop an inquisitive learning approach to seek answers
regarding the role of the microbiome, food drug interactions and medicinal
properties of food components that are essential for maintaining good health.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: Introduction to Nutrition and Energy Metabolism No. of Hours: 4
Defining nutrition, role of nutrients.Unit of energy, Biological oxidation of
foodstuff.Physiological energy value of foods, SDA. Measurement of energy
expenditure, BMR and RMR- factors affecting BMR. Recommended Nutrient
Intakes (RNI) and Recommended Dietary Allowances for different age groups.
Unit II: Macronutrients No. of Hours: 16
Food sources of carbohydrates, Review functions of carbohydrates. Factors affecting
Digestion, absorption and utilization. Glycemic index and glycemic load. Dietary
fiber and role of fiber in health. Role of gut microbiome in nutritive health.Role of
Pre and probiotics in gut health.Essential Fatty Acids; Functions of EFA, RDA, –
110
excess and deficiency of EFA.Dietary implications of fats and oils, Combination
ratios of n6 and n3, MUFA, PUFA and SFA Factors affecting Digestion, absorption
and utilization. Importance of the following: a) Omega – fatty acids. Omega 3/ omega
6 ratio b) Phospholipids c) Cholesterol in the body d) Mono, Polyunsaturated and
Saturated Fatty Acids. Review of functions of proteins in the body, Digestion and
absorption. Essential and Nonessential amino acids. Complete protein, Amino Acid
Availability, Antagonism, Toxicity and Imbalance. Amino acid complementation and
Supplementation in foods.Effects of deficiency.Food source and Recommended
Dietary Allowances for different age group.Amino acid pool.NPU, Biological Value,
Nitrogen balance.PEM and Kwashiorkor.
Unit III: Micronutrients: Vitamins No. of Hours: 12
Vitamin A, D, E, K Dietary sources, RDA, Adsorption, Distribution, Metabolism and
excretion (ADME),Deficiency.Role of Vitamin A as an antioxidant, in Visual cycle,
dermatology and immunity.Role of Vitamin K in Gamma carboxylation.Role of
Vitamin E as an antioxidant. Extra- skeletal role of Vitamin D and its effect on bone
physiology. Hypervitaminosis.Vitamin C- Dietary sources, RDA, Adsorption,
Distribution, Metabolism and excretion (ADME); role as cofactor in amino acid
modifications. The B Complex vitamins- Dietary sources, RDA, Adsorption,
Distribution, Metabolism and excretion (ADME); Thiamine-TPP roe in metabolism
and deficiency disease; Niacin- Metabolic interrelation between tryptophan, Niacin
and NAD/ NADP; Vitamin B6-conversion to Pyridoxal Phosphate. Role in
metabolism, Biochemical basis for deficiency symptoms; Vitamin B12 and folate-
metabolic role, homocysteine cycle, Biochemical basis for deficiency symptoms.
Unit IV: Micro minerals and trace elements No. of Hours: 8
Calcium, Iron and Phosphorus- Distribution in the body digestion, Absorption,
Utilization , Transport, Excretion, Balance, Deficiency, Toxicity, Sources, RDA.
Iodine, Fluoride, Mg, Cu, Zn, Se, Manganese, Chromium, Molybdenum Distribution
in the human body, Physiology, Function, deficiency, Toxicity and Sources.
Unit V: Assessment of nutritional status No. of Hours: 4
Direct methods of assessment-Anthropometric measurements; Biochemical
assessment; clinical signs; dietary records and nutrient intake.ROS assessment, GTT
and glycosylated Hb, Differential diagnosis of B12 and folate.
Unit VI: Food drug interaction and nutraceuticals No. of Hours: 4
Nutrient interactions affecting ADME of drugs. Drug induced nutrient deficiency:
Alcohol, Antibiotics, Antimalarial drugs. Role of microbiome in maintaining Nutritive
health. Neutraceuticals and Food as medicine: turmeric, garlic, ginger, cumin,
asafoetida.
111
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. Anthropometric assessment for nutritional status of a healthy individual and in
case studies of Kwashiorkor, Marasmus and/or Obesity.
2. Determination of lipid profile.
3. Determination of oxidative stress: TBARS, antioxidant enzymes in hemolysate.
4. Estimation of vitamin in drugs/food/serum.
5. Estimation of minerals in drugs/food/serum.
6. Estimation of glycosylated haemoglobin.
7. Determination of nutritive value of foods.
3.3 REFERENCES
1. Devlin, T.M. (2011). Textbook of Biochemistry with Clinical Correlations.John
Wiley & Sons, Inc. (New York). ISBN: 978-0-4710-28173-4.
2. G.F. Coombs Jr. (2008). The vitamins, Fundamental aspects in Nutrition and
Health.Elsevier‟s Publications.ISBN-13- 978-0-12- 183493-7.
3. Mahan, L.K., Strings, S.E, Raymond, J. (2012). Krause’s Food and Nutrition Care
process.(2012); Elsevier‟s Publications.ISBN- 978-1-4377-2233-8.
4. Rosalind Gibson (2005). Principles of Nutritional Assessment.Oxford University
Press. ISBN: 9780195171693.
5. Tom Brody (1999). Nutritional Biochemistry (2nd
ed.). Harcourt Braces. ISBN:
9814033251, 9789814033251.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I.
Evaluate concepts in
nutritional biochemistry
that are important for an
understanding of human
nutrition.
Traditional chalk and
board method with power-
point presentations. Group
discussions with examples.
Quiz and numerical
problems on energy
expenditure will be given.
II. To understand the basis
and nutritional importance
of macronutrients and gut
biome in human health.
Chalk and board teaching
and power point
presentation on essential
macronutrients.
Internal assessment, test
and case study evaluations.
III. Understand the ADME
and the importance of fat
and water soluble vitamins
and biochemical basis of
symptoms of vitamin
deficiencies and excesses.
Presentation on essential
vitamins and their
deficiency disorders,
historical perspective on
nutritional deficiencies. .
Practical diagnosis of any
one vitamin deficiency.
Test/quiz. Case study
analysis.
112
IV Appreciating the
importance of mineral
macronutrients with
special emphasis on
calcium and iron.
Chalk and board teaching
of the basic concepts and
presentations on regulation
of micromineral
homeostasis. Practical
diagnosis of any one
mineral deficiency.
Test and assignment Case
study analysis. Power point
presentations
on chemistry of vitamins.
V. To be acquainted with the
techniques used in the
assessment of Nutritional
status and nutritional
disorders.
Chalk and board teaching
and discussion on case
studies based on
anthropometry and
biochemical estimations.
Assessment test and Case
study evaluation.
VI. To understand drug
nutrient interactions.
Learn about
Nutraceuticals and
medicinal importance of
certain food items.
Power point presentation
and chalk and board
teaching.
Test/quiz on various groups
of drugs and their effect on
nutrient availability. Power
point presentations on
Nutraceuticals.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Defining nutrition, role of nutrients. Unit of energy, Biological oxidation of
food stuff. Physiological energy value of foods, SDA. Measurement of energy
expenditure, BMR and RMR- factors affecting BMR. Recommended Nutrient Intakes
(RNI) and Recommended Dietary Allowances for different age groups.
Week 2: Food sources of carbohydrates, review functions of carbohydrates. Factors
affecting digestion, absorption and utilization. Glycemic index and glycemic load.
Dietary fiber and role of fiber in health.
Week 3: Role of gut microbiome in maintaining health. Role of pre and probiotics in
nutritive health.Essential Fatty Acids; Functions of EFA, RDA, – excess and deficiency
of EFA.Dietary implications of fats and oils, Combination ratios of n6 and n3, MUFA,
PUFA and SFA -factors affecting.
Week 4: Digestion, absorption and utilization. Importance of the following: a) Omega –
fatty acids. Omega 3/ omega 6 ratio b) Phospholipids c) Cholesterol in the body d)
Mono, polyunsaturated and saturated fatty acids. Review of functions of proteins in the
body-digestion and absorption. Essential and Nonessential amino acids.
Week 5: Complete protein, amino acid availability, antagonism, toxicity, imbalance,
amino acid complementation and supplementation in foods. Effects of deficiency.Food
source and Recommended Dietary Allowances for different age group.Amino acid
pool.NPU, biological value, nitrogen balance.PEM and Kwashiorkor.
Week 6: Vitamin A, D, E, K- dietary sources, RDA, Adsorption, Distribution,
Metabolism and excretion (ADME), deficiency. Role of Vitamin A as an antioxidant, in
113
Visual cycle, dermatology and immunity.
Week 7: Role of Vitamin K in Gamma carboxylation. Role of Vitamin E as an
antioxidant.Extraskeletal role of Vitamin D and its effect on bone
physiology.Hypervitaminosis.Vitamin C- Dietary sources, RDA, Adsorption,
Distribution, Metabolism and excretion (ADME); role as cofactor in amino acid
modifications.
Week 8: The B Complex vitamins- Dietary sources, RDA, Adsorption, Distribution,
Metabolism and excretion (ADME); Thiamine-TPP roe in metabolism and deficiency
disease; Niacin- Metabolic interrelation between tryptophan, Niacin and NAD/ NADP.
Vitamin B6-conversion to Pyridoxal Phosphate.Role in metabolism, Biochemical basis
for deficiency symptoms; Vitamin B12 and folate- metabolic role, homocysteine cycle,
Biochemical basis of deficiency symptoms.
Week 9: Calcium, Iron and Phosphorus- Distribution in the body digestion, absorption,
utilization , transport, excretion, balance, deficiency, toxicity, sources and RDA.
Week 10: Iodine, Fluoride, Mg, Cu, Zn, Se, Manganese, Chromium, Molybdenum-
distribution in the human body, physiology, function, deficiency, toxicity and sources.
Week 11: Direct methods of assessment-Anthropometric measurements; Biochemical
assessment; clinical signs; dietary records and nutrient intake. ROS assessment, GTT
and glycosylated Hb, Differential diagnosis of B12 and folate.
Week 12: Nutrient interactions affecting ADME of drugs. Drug induced nutrient
deficiency: alcohol, antibiotics, antimalarial drugs. Food as medicine: turmeric, garlic,
ginger, cumin, asafetida.
6. Keywords
Nutrition, Energy Metabolism, Macronutrients, Vitamins, Minerals, Nutraceuticals,
Nutritional status
114
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
DISCIPLINE SPECIFIC ELECTIVE
Microbiology (DSE-8)
SEMESTER – VI
1. Course Objective
The objective of the course is to describe the historical perspectives that are important in
the development of microbiology and make students aware of the diversity, distribution
and characteristic features of various microorganisms. The course also aims to make
students aware of the indispensable role of microorganisms in the environment,
biotechnology, fermentation, medicine and other industries important to human welfare.
In addition to this the course shall also prepare students for higher education in
microbiology related disciplines.
2. Course Learning Outcomes
• Students will learn about general characterscs and structural details of various microbes.
• Students will learn about various microbiological techniques including sterilization,
media preparation, maintenance of microbial culture and staining.
• Students will understand the pathogenesis of various diseases caused by microbes and
learn about the techniques to assess antimicrobial activity of various drugs.
• Students will learn about various commercial applications of microbiological techniques.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 48 CREDITS: 4
Unit I: History of Microbiology No. of Hours : 4
History of development of microbiology as a discipline, Spontaneous generation versus
biogenesis, contributions of Anton von Leeuwenhoek, Joseph Lister, Paul Ehrlich,
Richard Petri, Charles Chamberland, Edward Jenner, Louis Pasteur, Robert Koch,
Martinus W. Beijerinck, Sergei Winogradsky, Alexander Fleming, Elie Metchnikoff
and Emil von Behring.
Unit II: Diversity of Microbial world and Microbial Cell organization No. of Hours : 12
Difference between prokaryotic and eukaryotic microorganisms. General characteristics
of different groups: Acellular microorganisms (Viruses, Viroids, Prions) and Cellular
microorganisms (Bacteria, Archaea, Algae, Fungi and Protozoa) with emphasis on
distribution, occurrence and morphology. Cell-wall: Composition and detailed structure
of Gram positive and Gram negative cell walls, mechanism of Gram‟s staining. Cell
Membrane: Structure, function and chemical composition of bacterial and archaeal cell
membranes.
115
Unit III: Microbial Nutrition and Growth No. of Hours : 12
Nutritional types of microorganisms, growth factors, culture media- synthetic and
complex, types of media; isolation of pure cultures, growth curves, mean growth rate
constant, generation time; influence of environmental factors on growth of microbes:
effect of pH, temperature, solute, oxygen concentration, pressure and radiations.
Sterilization, disinfection and antiseptics.Use of physical methods (heat, low
temperature, filtration, radiation) and chemical agents (phenolics, halogens, heavy
metals, sterilizing gases) in microbial control.
Unit IV: Pathogenicity of Microorganisms and Antimicrobial Chemotherapy.
No. of Hours: 8
Characteristics of cells in culture, Culture media – composition and preparation,
Balanced salt solution - chemical, physical and metabolic functions of different
constituents of culture medium-Role of CO2.Culturing and maintenance of different
animal cell lines (Primary and established cell lines), methods of gene transfer to
animal cells, creating transgenic animals, Artificial Insemination.
Unit V: Applications of Microbiology No. of Hours : 12
Importance of microbiology in food and industries.Basic design of fermenter,
continuous and discontinuous culture.Preparation of fermented food products such as
yoghurt, curd and cheese.Preparation of alcoholic beverages like wine and beer.Single
cell proteins.Treatment of waste water (Municipal treatment plant) and
sewage.bioremediation and biodegradation.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. To prepare and sterilize the culture media for the growth of microorganisms.
2. To perform various culture transfer techniques: Solid to solid (streaking), liquid to
solid (spreading), liquid to liquid, solid to liquid and determine CFU/ml.
3. To stain bacteria using methylene blue.
4. To perform Gram staining.
5. To prepare temporary mount of algae (spirogyra)/fungi (penicillium).
6. To study the growth curve of E.coli.
7. Study of different shapes of bacteria, fungi, algae, protozoa using permanent
slides/pictographs.
3.3 REFERENCES
1. J. Willey, L. Sherwood & C. Woolverton. (2017). Prescott‟s Microbiology.McGraw
Hill international.
2. M. J Chan, ECS Krieg & NR Pelczar.(2004). Microbiology, McGraw Hill
International.
116
Additional Sources
1. J. G. Cappuccino, and N. Sherman. (2013). Microbiology: A Laboratory manual,
Benajamin/Cummings.
2. M. T. Madigan, J. M. Martinko & D. A. Stahl, Brock. (2010). Biology of
Microorganisms, Pearson Education International.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I Students will learn
about the historical
developments in the
field of Microbiology.
Teaching using chalk and
board; Power point
presentations;Oral
discussions in the class.
Oral questions will be
asked in the class.
II Students will learn
about general
characterscs and
structural details of
various microbes.
Power point
presentations; Teaching
using chalk and board;
Oral discussion sessions
in the class.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment.
III Students will learn
about various
parameters required for
optimum growth of
microbes.
Power point
presentations; Teaching
using chalk and board;
Oral discussion sessions
in the class.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment.
IV Students will learn
about the pathogenesis
of diseases caused by
microbes and the
techniques to assess
antimicrobial activity
of various drugs.
Power point
presentations; Teaching
using chalk and board;
Oral discussion sessions
in the class.
Oral questions will be
asked in the class.
Class tests will be
conducted for internal
assessment.
V Students will learn
about various
commercial
applications of
microbiological
techniques.
Teaching using chalk and
board; Power point
presentations; Oral
discussion sessions in the
class.
Problems will be
assigned to test
student‟s analytical
ability. Class tests will
be conducted for
internal assessment.
(**Assessment tasks enlisted here are indicative in nature)
117
5. Teaching Plan
Week 1: History of development of microbiology as a discipline, Spontaneous generation
versus biogenesis, contributions of Anton von Leeuwenhoek, Joseph Lister, Paul Ehrlich,
Richard Petri, Charles Chamberland, Edward Jenner, Louis Pasteur, Robert Koch,
Martinus W. Beijerinck, Sergei Winogradsky, Alexander Fleming, Elie Metchnikoff and
Emil von Behring.
Week 2: Difference between prokaryotic and eukaryotic microorganisms. General
characteristics of different groups: Acellular microorganisms (Viruses, Viroids, Prions)
with emphasis on distribution, occurrence and morphology.
Week 3: General characteristics of Cellular microorganisms (Bacteria, Archaea, Algae,
Fungi and Protozoa) with emphasis on distribution, occurrence and morphology.
Week 4: Cell-wall: Composition and detailed structure of Gram positive and Gram
negative cell walls, mechanism of Gram‟s staining. Cell Membrane: Structure, function
and chemical composition of bacterial and archaeal cell membranes.
Week 5:Nutritional types of microorganisms, growth factors, culture media- synthetic and
complex, types of media; isolation of pure cultures, growth curves, mean growth rate
constant, generation time.
Week 6:Influence of environmental factors on growth of microbes: effect of pH,
temperature, solute, oxygen concentration, pressure and radiations. Sterilization,
disinfection and antiseptics.
Week 7: Use of physical methods (heat, low temperature, filtration, radiation) and
chemical agents (phenolics, halogens, heavy metals, sterilizing gases) in microbial control.
Week 8:Introduction to pathogenic microbes; disease, pathogenesis, diagnosis, vaccine,
treatment and symptoms (TB, HIV, Malaria)
Week 9: General Characteristics of antimicrobial drugs.Determining the level of
antimicrobial activity: dilution susceptibility test and disc diffusion test.Mechanism of
action of penicillins, vancomycin and tetracycline.
Week 10: Importance of microbiology in food and industries.Basic design of fermenter,
continuous and discontinuous culture.
Week 11: Preparation of fermented food products such as yoghurt, curd and
cheese.Preparation of alcoholic beverages like wine and beer.Single cell proteins.
Week 12: Treatment of waste water (Municipal treatment plant) and
sewage.bioremediation and biodegradation.
6. Keywords
Microorganisms, Diversity, Culture, Pathogenicity, Industrial microbiology
118
B.Sc. (HONOURS) BIOLOGICAL SCIENCE
(CBCS STRUCTURE)
SKILL ENHANCEMENT ELECTIVE (SEC) COURSES
119
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
SKILL ENHANCEMENT ELECTIVE (SEC)
Medicinal Botany (SEC-1)
SEMESTER – III
1. Course Objective
Plants are imperative to mankind with almost all plants known to possess medicinal
values. There is an increased emphasis on indigenous system of medicine which has lent
prime focus on medicinal plants. Keeping the therapeutic importance of medicinal plants
in mind this course is designed to provide education and training on diverse perspectives
of medicinal plants. The course also offers comprehensive knowledge about understanding
the difference between ancient wisdom and modern system of medicine.
2. Course Learning Outcomes
Students will be able to identify the common medicinal plants in their vicinity.
Students will learn about the traditional healing sciences namely Ayurveda, Siddha
and Unani, which have been used since the ancient times.
Students will appreciate the importance of conservation strategies for medicinal plants.
Students will be able to understand the importance of medicinal plants, significance of
ethnobotany, role of ethnic groups in the conservation of medicinal plants.
3. Course Contents
3.1 THEORY
TOTALHOURS: 24 CREDITS: 2
Unit I: History, Scope and Importance of Medicinal Plants No. of Hours: 10
Introduction to indigenous systems of medicines- Ayurveda, Unani and Siddha system of
medicine.) -Ayurveda: History, origin, panchamahabhutas, saptadhatu and tridosha
concepts, Siddha: Origin of Siddha medicinal systems, Basis of Siddha system,. Unani:
History, concept: Umoor-e- tabiya. Plants used in Ayurveda, siddha and unani medicine
with special reference to Carum carvi, Allium cepa, Allium sativum, Asparagus
racemosus, Vitis vinifera, Linum usitatissimum, Amaranthus paniculatus Polyherbal
formulations (with special reference to Safi, Chyawanprash, Trifala, swalin, amukkara
choorna, gandhak rasayana). Natural products – Compounds responsible for biological
activity of medicinal plants: their biology, and pharmacology (Curcumin, vinblastine,
vincristine, Ecliptine, Cinchonine, Azadirachtin, Artemisinin).
Unit II: Conservation of Endangered and Endemic Medicinal Plant No. of Hours: 6
Definition: endemic and endangered medicinal plants, Red list criteria; In situ
conservation: Biosphere reserves, sacred groves, National Parks; Ex situ conservation:
Botanical Gardens, herbal gardens, Ethnomedicinal plant gardens. Germplasm
conservation, cryopreservation (Cryo banks and DNA banks), Propagation of Medicinal
Plants: In vitro and In vivo strategies.
120
Unit III: Ethnobotany and Folk Medicines No. of Hours: 8
Introduction, concept, scope and objectives; Ethnobotany in India: Methods to study
ethnobotany; Folk medicines of ethnobotany, Role of ethnobotany in modern medicine
with special reference to Rauvolfia serpentina, Trichopus zeylanicus, Artemisia,
Withania Application of natural products to certain diseases- Jaundice, cardiac,
infertility, diabetics, blood pressure and skin diseases. Role of ethnic groups in
conservation of plant genetic resources; Brief account of biopiracy and IPR.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. To locate any ten common medicinal plants in the surrounding area (Description,
diagram, medicinally important plant part, characteristic feature, therapeutic uses).
2. To extract the active principle from any four medicinal plants. (Aloe vera, Ocimum,
Azadirachta, Catharanthus, Adhatoda, Withania)
3. Write the details of any two commonly used medicines from the indigenous system
of medicine (Ayurveda,Siddha and Unani)
4. Field trip (Industries/Institutes) / e-presentations (System of medicine,
Conservation strategies, propagation of medicinal plants, folk medicines,
application of natural products to certain diseases listed in the syllabus)
5. Herbarium preparation for any two medicinal plants.
6. To compare the total phenolic content of few locally available medicinal plants
7. Laboratory records
3.3 REFERENCES
1. Abdin, M. Z. and Abrol, Y. P., (2006). Traditional Systems of Medicine. Narosa
Publishing House, New Delhi.
2. Kumar, S., (2018). Ethnobotany. Kojo press, New Delhi.
3. Purohit and Vyas, (2008). Medicinal Plant Cultivation: A Scientific Approach,
Agrobios.
4. Trivedi, P. C. (2006). Medicinal Plants: Ethnobotanical Approach. Agrobios.
Additional Resources
1. Colton, C. M., (1997). Ethnobotany: Principles and Applications. John Wiley and
Sons.
2. Jain, S. K., (1990). Contributions to Indian Ethnobotany. Scientific publishers,
Jodhpur.
3. Jain, S. K., (1995). Manual of Ethnobotany. Scientific Publishers, Jodhpur.
121
4. Teaching Learning Process and Assessment Methods
Facilitating the Achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and
Learning Activity
Assessment Tasks
I Students will learn about the
traditional healing sciences-
Ayurveda, Siddha and
Unani, which have been
used since the ancient times.
Power point
presentations; Teaching
using chalk and board;
Oral discussion sessions
in the class
Oral questions will be
asked in the class.
Students will be assessed
based on the concept
related class
presentations. II Students will learn about the
importance of conservation
strategies for medicinal
plants and identify the
common medicinal plants in
their vicinity.
Power point
presentations; Teaching
using chalk and board;
Oral discussion sessions
in the class
Concept based
knowledge will be tested
though Quiz. Class tests
will be conducted for
internal assessment.
III Students will learn about the
importance of medicinal
plants, significance of
ethnobotany, role of ethnic
groups in the conservation
of medicinal plants.
Power point
presentations; Teaching
using chalk and board;
Oral discussion sessions
in the class
Students will be assessed
based on the assignment
given to them to identify
common medicinal
plants.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Introduction to indigenous systems of medicines- Ayurveda, Unani and Siddha
system of medicine. Ayurveda: History and origin.
Week 2: Panchamahabhutas, saptadhatu and tridosha concepts, Siddha, Origin of Siddha
medicinal systems.
Week 3: Basis of Siddha system,Unani: History, concept: Umoor-e- tabiya.
Week 4: Plants used in Ayurveda, siddha and unani medicine with special reference to
Carum carvi, Allium cepa, Allium sativum, Asparagus racemosus, Vitis vinifera, Linum
usitatissimum, Amaranthus paniculatus Polyherbal formulations (with special reference
to Safi, Chyawanprash, Trifala, swalin, amukkara choorna, gandhak rasayana).
Week 5: Natural products – Compounds responsible for biological activity of medicinal
plants: their biology, and pharmacology (Curcumin, Vinblastine, Vincristine, Ecliptine,
Cinchonine, Artemisim).
Week 6: Definition: endemic and endangered medicinal plants, Red list criteria; In situ
conservation: Biosphere reserves, sacred groves, National Parks.
122
Week 7: Ex situ conservation: Botanical Gardens, herbal gardens, Ethnomedicinal plant
gardens Germplasm conservation.
Week 8: Cryopreservation (Cryo banks and DNA banks), Propagation of Medicinal
Plants: In vitro and In vivo strategies.
Week 9: Introduction, concept, scope and objectives; Ethnobotany in India: Methods to
study ethnobotany.
Week 10: Folk medicines of ethnobotany, Role of ethnobotany in modern medicine with
special reference to Rauvolfia serpentina, Trichopus zeylanicus, Artemisia, Withania.
Week 11: Application of natural products to certain diseases- Jaundice, cardiac,
infertility, diabetics, blood pressure and skin diseases.
Week 12: Role of ethnic groups in conservation of plant genetic resources; Brief account
of biopiracy and IPR.
6. Keywords
Ayurveda, Siddha, Unani, Ethnobotany, Conservation, Folk medicine, Biopiracy,
Germplasm conservation, Cryopreservation.
123
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
SKILL ENHANCEMENT ELECTIVE (SEC)
Medical Diagnostics (SEC-2)
SEMESTER – IV
1. Course Objective
The course is designed to provide students a unique opportunity to study how doctors
and clinicians come to a conclusion regarding disease prediction, prevention, diagnosis
and optimal treatment regimens. The students will learn about importance of technology
in healthcare and study the various medical diagnostic tools, techniques and technologies
frequently used in medical practice. The related laboratory exercises will provide hands-
on experience for many of these concepts in clinical context. The course will help the
students to understand the biomedical basis of various diseases, the skills required to
understand the common signs and symptoms related to diseases, the scientific approach
to make a differential diagnosis and the use of technology in healthcare diagnosis and
management.
2. Course Learning Outcomes
Students will be able to correlate the various symptoms associated with early diagnosis
of common diseases.
Students will be able to understand the key concepts related to categorization of
diseases (infectious/non-infectious diseases, lifestyle/genetic basis).
Students will learn the basis of common diseases and the biochemistry underlying the
various diagnostic tests.
Students will develop basic skills that are commonly used for clinical diagnosis.
3. Course Contents
3.1 THEORY
TOTAL HOURS: 24 CREDITS: 2
Unit I: Biomedical Basis of Diseases No. of Hours: 8
Study of disease burden: India and global perspective; brief pathophysiology and
diagnosis/ study of specific biomarkers of some prevalent diseases and
disorders:complex disorders (diabetes, cardiovascular diseases, obesity, polycystic
ovarian syndrome, autism spectrum disorder); infectious (amoebic dysentery, sepsis,
pulmonary and extra-pulmonary tuberculosis, malaria, dengue, pneumonia, AIDS,
swine flu, hepatitis, Japanese encephalitis, chikungunya, hantavirus, Nipah and Zika);
autoimmune diseases (rheumatoid arthritis); Cancer-types and staging; How
pathogenesis is related to symptoms
Unit II: Analytical Technology No. of Hours: 6
Brief description of the following analytical techniques: liquid chromatography
(LC/HPLC); gas chromatography-mass spectrometry (GC-MS); nuclear magnetic
124
resonance spectroscopy (NMR); atomic force and scanning electron microscopy (AFM
and SEM); electrochemistry; immunohistochemistry; molecular diagnosis of genetic
diseases
Unit III: Diagnostic Methodology No. of Hours: 10
Outline the diverse methodology used in hospitals: histopathology, biochemistry,
haematology (enzymatic and protein markers in blood: alkaline phosphatase (ALP),
alanine aminotransferase (ALT), aspartate aminotransferase (AST), blood urea nitrogen
(BUN), creatinine, creatine kinase (CK), lactate dehydrogenase (LDH), serum GGT
{Gamma glutamyl transaminase (γ-GT)}, myoglobin (Mb), troponin T (cTNT), C-
reactive Protein (US-CRP), HbA1c) and microbiology laboratories; Basic concepts of
X-ray, CT, MRI, Ultrasound, ECG, Echo; Latest advancements in the field of medical
diagnostics: embedded sensors and wearables, biomedical informatics.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. ABO Blood typing
2. Analysis of urine for abnormal constituents
3. Body temperature and blood pressure under normal condition and condition of
stress
4. Estimation of blood glucose/cholesterol by kit
5. Interpretation of ECG
6. Medical imaging: X-rays of bone fracture; Ultrasound, MRI; CT-Scan; PET-Scan
7. A visit to pathology laboratory/ related research laboratory and submission of
report.
3.3 REFERENCES
1. Godkar, P. B., & Godkar, D. P. (2014). Textbook of Medical Laboratory Technology.
Mumbai: Bhalani Publishing House.
2. Guyton, A.C. &Hall, J.E. (2011). Textbook of Medical Physiology. Harcourt Asia Pvt.
Ltd/ W.B. Saunders Company.
3. Kumar, V., Abbas, A. K., Fausto, N., and Aster, J. C. (2009). Robbins and Cotran
Pathologic Basis of Disease. Philadelphia, PA: Elsevier/Saunders.
Additional Sources
1. Prakash, G., (2012). Lab Manual on Blood Analysis and Medical Diagnostics. S.
Chand and Co. Ltd.
2. Walker, B.R., Colledge, N.R., Ralston, S., and Penman, I.D. (2014). Davidson’s
Principles & Practice of Medicine. Edinburgh: Churchill Livingstone/Elsevier.
125
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I Students will learn about
the biomedical basis of
common diseases and the
various symptoms
associated with early
diagnosis of common
diseases.
The traditional chalk and talk
method supplemented with
power point presentations.
Students will be taught to do
ABO typing and relevance of
blood grouping
Students will be asked
to gather information
about prevalence of
disease as per category
in their area.
II Students will learn about
the analytical biochemistry
related to diagnostic tests
and their clinical
significance.
The traditional chalk and talk
method and power point
presentations. Students will
be taught to perform
estimation of blood glucose,
analysis of urine and
interpret results.
Oral questions will be
asked in the class.
Problems will be
assigned to test
student‟s analytical
ability.
III Students will learn about
the diverse methodology
used in hospitals for
diagnosis of diseases and
the various tests/
technology available to
help in this diagnosis.
Students will be taught to
interpret ECG, PET-Scan and
ultrasound reports.Visit of
students to a pathology
laboratory/ research
laboratory/Mohalla clinics.
Oral questions will be
asked in the class.
Students will be asked
to discuss some clinical
case-studies by giving
short presentations.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Study of disease burden: India and global perspective; brief pathophysiology of
some prevalent diseases and disorders.
Week 2: Diagnosis/ study of specific biomarkers of some prevalent diseases and
disorders: complex disorders (diabetes, cardiovascular diseases, obesity, polycystic
ovarian syndrome, autism spectrum disorder).
Week 3: Diagnosis/ study of specific biomarkers of some prevalent diseases and
disorders: infectious (amoebic dysentery, sepsis, pulmonary and extra-pulmonary
tuberculosis, malaria, dengue, pneumonia, AIDS, swine flu, hepatitis, Japanese
encephalitis, chikungunya, hantavirus, Nipah and Zika).
Week 4: Diagnosis/ study of specific biomarkers of some prevalent diseases and
disorders: autoimmune diseases (rheumatoid arthritis); Cancer-types and staging; How
pathogenesis is related to symptoms.
Week 5: Brief description of the following analytical techniques: liquid chromatography
(LC/HPLC); gas chromatography-mass spectrometry (GC-MS).
126
Week 6: Brief description of the following analytical techniques: nuclear magnetic
resonance spectroscopy (NMR); atomic force and scanning electron microscopy (AFM
and SEM).
Week 7: Brief description of the following analytical techniques: electrochemistry;
immunohistochemistry; molecular diagnosis of genetic diseases.
Week 8: Outline the diverse methodology used in hospitals.
Week 9: Histopathology, biochemistry, haematology (enzymatic and protein markers in
blood: alkaline phosphatase (ALP), alanine aminotransferase (ALT), aspartate
aminotransferase (AST), blood urea nitrogen (BUN), creatinine, creatine kinase (CK).
Week 10: Haematology (lactate dehydrogenase (LDH), serum GGT {Gamma glutamyl
transaminase (γ-GT)}, myoglobin (Mb), troponin T (cTNT), C - reactive protein (US-
CRP), HbA1c) and microbiology laboratories.
Week 11: Basic concepts of X-ray, CT, MRI, Ultrasound, ECG, Echo.
Week 12: Latest advancements in the field of medical diagnostics: embedded sensors and
wearables, biomedical informatics.
6. Keywords
Disease, Prognosis, Diagnosis, Health management, Medical imaging
127
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
SKILL ENHANCEMENT ELECTIVE (SEC)
Bioinformatics (SEC-3)
SEMESTER – III
1. Course Objectives
The objective of this course is to impart basic understanding of bioinformatics and
computational biology. The course will introduce the broad scope of bioinformatics by
discussions on the theory and practices of computational methods in biology.This course
also aims to provide students with a practical hands-on experience with common
bioinformatics tools and databases. Students will be trained in the basic theory and
application of programs used for database searching, protein and DNA sequence analysis
and prediction of protein structures.
2. Course Learning Outcomes
Students will understand the basics of bioinformatics and computational biology and
develop awareness of the interdisciplinary nature of this field.
Students will learn about Biological Databases and the types of databases.
Students will understand protein structure using visualization softwares.
Students will be able to gain understanding of sequence alignments and analyze
phylogeny using alignment tools.
Students will understand different applications of genomics in gene prediction and
obtain knowledge on applications of bioinformatics from genomes to personalized
medicine.
3. Course Contents
3.1 THEORY
TOTALHOURS: 24 CREDITS: 2
Unit-I: Introduction to Bioinformatics No. of Hours: 2
Introduction to Bioinformatics, Historical background. Scope of bioinformatics.
Genomics, Proteomics, Computer aided drug design (CADD) and Systems Biology.
Unit-II: Biological Databases and Data Retrieval No. of Hours: 8
Introduction to biological databases, primary, secondary and composite databases,
NCBI, nucleic acid databases (GenBank, EMBL, DDBJ, NDB), protein databases
(PIR, Swiss-Prot, TrEMBL, PDB), metabolic pathway database (KEGG, EcoCyc, and
MetaCyc), small molecule databases (PubChem, Drug Bank, ZINC, CSD). Organism
specific databases (E. coli, yeast, Arabidopsis, Mouse, Drosophila Melanogaster).
Structure viewers (Ras Mol, J mol) and File formats.
Unit-III: Sequence Alignment & Phylogeny No. of Hours: 8
128
Similarity, identity and homology. Concept of Alignment, local and global alignment,
pairwise and multiple sequence alignments, BLAST and CLUSTALW. Phylogeny
and its importance, methods of phylogeny, software for phylogenetic analyses.
Unit-IV: Genomics No. of Hours: 2
Introduction to genomics, comparative and functional genomics, gene structure in
prokaryotes and eukaryotes, Genome annotation, gene prediction approaches and
tools.
Unit-V: Applications of Bioinformatics No. of Hours: 4
Structural Bioinformatics in Drug Discovery, Quantitative structure-activity
relationship (QSAR) techniques in Drug Design, Applications in Microbial
Genomics, Crop improvement and Health Care.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. Sequence retrieval (protein and gene) from NCBI and Molecular file formats -
FASTA, GenBank/Genpept.
2. Structure download (protein and DNA) from PDB and Molecular viewer by
visualization software ( Pymol / Rasmol/Jmol)
3. BLAST suite of tools for pairwise alignment
4. Multiple sequence alignment (CLUSTALW/TCoffee) and construction of
phylogenetic trees
5. Secondary structure prediction of RNA/Protein
6. Tertiary structure prediction (SWISSMODEL) and Protein structure
evaluation - Ramachandran map (PROCHECK
7. Design probe and primers for a given gene sequence
8. Gene Prediction Tools ( GLIMMER/GENSCAN)
3.3 REFERENCES
1. Ghosh, Z., and Mallick, B. (2014). Bioinformatics: Principles and applications.
ISBN: 9780195692303.
2. Pevsner, J. (2005). Bioinformatics and functional genomics. Hoboken, N.J: Wiley-
Liss. ISBN: 0-47121004-8.
4. Teaching Learning Process and Assessment Methods
Facilitating the Achievement of Course Learning Outcomes**
Unit
No.
Course Learning Outcomes Teaching and Learning
Activity
Assessment Tasks
I
Students will be familiarized
with the concept of
Bioinformatics and
Computational biology.
Teaching through power
point presentations and
chalk and board method.
Research review
articles discussion and
class presentations.
129
II Students will learn about
Biological Databases and the
types of databases and
various file formats used for
sequence and structure
analysis.
Traditional chalk and board
method with powerpoint
presentations on biological
databases.
Computer assisted
quizzes, assignments.
III Students will learn about
sequence alignment methods.
Pairwise and multiple
sequence alignment will be
discussed in detail with
examples of BLAST and
CLUSTALw. They will also
learn methods for phylogeny.
Chalk and board and notes;
Power point presentations
for images for clarity of
concepts; Research papers
will be discussed.
Class presentations
and assignments will
be given to students to
understand phylogeny.
IV Students will understand
different applications of
genomics in gene prediction.
Functional Genomics &
Comparative Genomics will
be discussed
Power point presentations;
Chalk and board; Student
interaction in class.
Assignments and Quiz
V Students will learn the
applications of bioinformatics
in drug discovery, agriculture
and healthcare.
Chalk and board method,
research articles and
powerpoint presentations.
Assignments and Class
presentations.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Overview of Bioinformatics and its applications in biology.
Week 2: Databases & types of biological databases.
Week 3: Structure and Sequence Databases with examples.
Week 4: Sequence Alignment & its applications in study of phylogeny.
Week 5: BLAST and Multiple Sequence Alignment.
Week 6: Phylogenetic Analysis, Rooted & Unrooted Trees.
Week 7: Genomics & its application.
Week 8: Genome Annotation.
Week 9: Gene prediction methods.
Week 10: Applications of Bioinformatics in Drug Discovery. CADD.
130
Week 11: Microbial Genomics.
Week 12: Applications of Bioinformatics in Agriculture.
6. Keywords
Biological Databases, NCBI, PDB, Sequence Alignment, BLAST, Phylogeny, Gene
Prediction
131
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
SKILL ENHANCEMENT ELECTIVE (SEC)
Organic Farming (SEC-4)
SEMESTER – IV
1. Course Objective
The objective of the course is to introduce the concept of organic farming and its eco-
friendly practices which are gaining momentum to counteract the adverse effects of
chemical fertilizers and pesticides. Biofertilizers being essential components of organic
farming play vital role in maintaining long term soil fertility and sustainability. The use
of biofertilizers helps in sustainable agriculture by fixing atmospheric nitrogen,
mobilizing fixed macro and micro nutrients or converting insoluble phosphorus in the
soil to soluble forms to be available to plants. The course aims to familiarize the students
with eco-friendly, low-tech and knowledge-rich approaches to farming.
2. Course Learning Outcomes
Students will learn the importance of biofertilizers and organic farming over chemical
inputs in agriculture system.
Students will learn techniques for the identification, isolation and mass multiplication
of various micro-organisms.
Students will develop entrepreneurship skills and gain awareness in production of
organic inputs.
Students will be able to design resource efficient farming system for small and
marginal farmers for improving their economy while meeting the quality food demand
in a sustainable environment.
3. Course Contents
3.1THEORY
TOTAL HOURS: 24 CREDITS: 2
Unit I: Introduction No. of Hours: 3
Types and importance of biofertilizers, organic farming system, history of biofertilizer
production, classification of microorganisms used in biofertilizer production.
Unit II:Rhizobium, Azospirillum and Azotobacter No. of Hours: 5
General characteristics, isolation, identification, mass multiplication and carrier-based
inoculants; Biofertilizers available in the market.
Unit III: Cyanobacteria (blue green algae) No. of Hours: 4
132
Role of Algal biofertilizers in sustainable agriculture; Characteristics of Azolla-
Anabaena azollae (BGA) association and their role in rice cultivation; Role of Algal
Bio-Fertilizers in reducing greenhouse gases.
Unit IV: Mycorrhizal association No. of Hours: 5
Types of mycorrhizal association, occurrence and distribution, phosphorus nutrition,
growth and yield – colonization of VAM – isolation and inoculum production of VAM,
and its influence on growth and yield of crop plants.
Unit V: Biological Control of Plant diseases No. of Hours: 3
Use of microbial inoculants as potential biopesticides for sustainable agriculture and
integrated pest management.
Unit VI: Organic Farming No. of Hours: 4
Conventional farming, organic farming, importance of organic farming, status and
scope of organic farming in India; Green manure and organic fertilizers, biocompost
methods and types; and method of vermicomposting – field Application.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. a) Isolation of Rhizobium from root nodules by pour plate technique
(b) Temporary mount preparation to study Rhizobium by gram staining
method
2. Isolation and study of Blue-green algae (BGA) from Azolla leaves
3. (a) Isolation of Arbuscular Mycorrhizal fungal spores from rhizospheric soil
(b) In vivo mass multiplication of isolated fungal spores using Sorghum roots
(c) Study of arbuscules and vesicles in colonized roots by temporary mount
preparation
4. Test for pH, NO3, Cl- and Organic matter of different compost / landfill
leachate
5. Study of earthworm (Eisenia foetida), bio-control agents (pheromones traps,
Trichoderma, Pseudomonas, Neem) through specimen/ photographs
3.3 REFERENCES
1. Dubey, R.C. (2005). A Text book of Biotechnology. S. Chand and Co, New Delhi.
2. John Jothi Prakash, E. (2004). Outlines of Plant Biotechnology. Emkay -Publication,
New Delhi.
3. Kumaresan, V. (2005). Biotechnology. Saras Publications, New Delhi.
4. Palaniappan S. P., Annadurai K. (2018). Organic Farming: Theory & Practice.
Scientific Publisher.
5. Sathe, T.V. (2004). Vermiculture and Organic Farming. Daya publishers.
133
Additional Reading
1. Subba Rao, N.S. (2000). Soil Microbiology, Oxford& IBH Publishers, New Delhi.
2. Vayas,S.C, Vayas, S. and Modi, H.A. (1998). Bio-fertilizers and organic Farming.
Akta Prakashan, Nadiad.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I.
Students will learn about the
importance of biofertilizers
and organic farming in crop
productivity and identify the
microorganisms used as
biofertilizers
Traditional chalk and
board method with power-
point presentations. Group
Discussions with
examples.
Problems will be
assigned to the students
for their better
understanding.
Assignments to enhance
the learning and
understanding.
II. Students will learn about the
mass multiplication of
identified bacterial / fungal
biofertilizers
Traditional chalk and
board method with power-
point presentations. Group
Discussions with
examples.
Regular question- answer
sessions in the class.
Class tests will be
conducted for internal
assessment
III. The student will learn about
algal biofertilizers, Azolla-
Anabaena association and its
importance in rice
cultivation
Traditional chalk and
board method with power-
point presentations. Group
discussions.
Problem solving
assignments, regular
question answer sessions,
MCQs and unit-test for
internal assessment
IV The students will learn about
importance of mycorrhizal
association and their role in
improving crop plants.
Traditional chalk & board
method with power-point
presentations.
Oral questions will be
asked in the class.
Students will be assessed
based on the concept
related class
presentations.
V. Students will learn about the
use of microbial inoculants
in combating stress in
increasing crop productivity,
integrated pest management.
Teaching using chalk and
board; Power point
presentations; Oral
discussion sessions in the
class
Students will be assessed
based on the assignment
given to them to identify
common medicinal
plants.
VI. The students will learn about
conventional farming,
organic farming, green
manure, biocompost and
method of vermicomposting.
Traditional chalk & board
method with power-point
presentations.
Problems will be
assigned to test student‟s
analytical ability.
Assignments to enhance
the learning and
understanding.
(**Assessment tasks enlisted here are indicative in nature)
134
5. Teaching Plan
Week 1: Introduction on biofertilizers and organic farming, its types and importance in
agriculture.
Week 2: History of biofertilizer production, Classification of microorganisms used in
biofertilizer production.
Week 3: General characteristics of Rhizobium, Azospirrilium and Azotobacter, isolation
and their identification.
Week 4: Mass multiplication of isolated spores and study of their carrier-based
inoculants; Biofertilizers available in the market.
Week 5: Role of Algal biofertilizers in sustainable agriculture; Characteristics of Azolla-
Anabaena azollae (BGA) association and their role in rice cultivation.
Week 6: Role of Algal Bio-Fertilizers in reducing greenhouse gases.
Week 7: Types of mycorrhizal association, occurrence and their distribution,
colonization of VAM – isolation and inoculum production.
Week 8: Role of mycorrhizal in the uptake of nutrition especially phosphorus, effect on
growth and yield of crop plants.
Week 9: Use of microbial inoculants as potential biopesticides for sustainable agriculture
and integrated pest management.
Week 10: Conventional farming, organic farming, importance of organic farming, status
and scope of organic farming in India.
Week 11: Green manure and organic fertilizers, biocompost methods and its types.
Week 12: Method of vermicomposting, field Application.
6. Keywords
Rhizobium, Blue green algae, Mycorrhizal associations, Compost, Recycling
135
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
SKILL ENHANCEMENT ELECTIVE (SEC)
Public Health Management (SEC-5)
SEMESTER – III
1. Course Objective
The course aims to provide the students a thorough understanding of the basics of public
health and management of health and health hazards. The course will help the students
understand the various environmental hazards and the fate of the hazardous toxins in the
environment along with the dose response evaluation and exposure assessment. The
students would gain awareness to various types of pollution and their impact on the health
of living beings. This course will also help the students to understand the types and
characteristics of waste handling and disposing with special emphasis on biomedical
waste, nuclear waste and thermal power plant waste.
2. Course Learning Outcomes
Students will learn about major causes of environment and human health hazards.
Students will get familiar with various public health management strategies.
Students will be made aware about the increased pollution levels in the environment
and its effect on human health.
Students will gain knowledge about social and economic factors for different types of
diseases.
Students will be encouraged for scientific writing as well as presentations and
participation in citizen science initiatives with reference to human health.
3. Course Contents
3.1 THEORY
TOTALHOURS: 24 CREDITS: 2
Unit I: Pollution No. of Hours: 4
Air, water, Noise Pollution and Light pollution sources and effects
Unit II: Waste Management and Hazards No. of Hours: 8
Types and Characteristics of Wastes, Biomedical waste handling and disposal, Nuclear
waste handling and disposal, Waste from thermal power plants. Case histories on
Bhopal gas tragedy, Chernobyl disaster and Seveso disaster and Three Mile Island
accident and their aftermath, Government awareness programs.
Unit III: Infectious Diseases No. of Hours: 6
136
Social and Economic factors of diseases, roles of health services and other
organizations: diseases: Hepatitis, Dengue, Chikungunia, Zika, Nepa, Ebola, Bird flu,
Sexually transmitted diseases.
Unit IV: Non-infectious diseases No. of Hours: 6
Lifestyle and Inherited (Obesity, Diabetes and Hypertension) /Genetic diseases
(Autism, Down syndrome and Thalassemia/ Sickle cell anaemia), Nutritional
deficiency: Vitamin deficiency, Iron deficiency and Protein deficiency.
3.2 PRACTICALS
TOTALHOURS: 48 CREDIT: 2
1. To study the following medically important organisms- Mosquito, Housefly,
Cockroach, Ants and Rats.
2. Estimate the blood glucose level by enzymatic method/ Glucometer
3. Testing potability of water for human consumption by MPN method.
4. Calculate the BMI of students analyse the results with suitable statistical tools.
5. Measure the blood pressure using sphygmomanometer, analyze and correlate with
lifestyle.
6. Data collection case study or interview of the individuals suffering from diseases
(eg. Hypertension, Diabetes, Tuberculosis, PCOD etc.)
7. A visit to water purification/ Sewage treatment/ Sulabh International/ Effluent
treatment plant/ CPCB/ NIMR etc. and submission of report.
3.3 REFERENCES
1. Cutter, S.L. (1999). Environmental Risk and Hazards. Prentice-Hall, India.
2. Goel S., Gupta P. (2012). Food Nutrition and Health. 1st ed.,ISBN: 81-219-4092-3.
3. Kolluru R., Bartell S., Pitblado R. and Stricoff, S., (1996). Risk Assessment and
Management Handbook. McGraw Hill Inc., New York.
Additional Sources
1. Annual report, National Institute of Nutrition Council of Medical Research,
Hyderabad.
4. Teaching Learning Process and Assessment Methods
Facilitating the achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I Students will learn about
different types of pollution,
their sources and effects on
human health.
Teaching using chalk and
board; Power point
presentations. Oral
discussions in the class.
Oral questions will be
asked in the class.Class
tests will be conducted
for internal assessment.
137
II Students will learn about
types and characteristics of
wastes and its management.
Few case histories like
Bhopal gas tragedy and
Chemobyl disaster will be
discussed.
Group discussions, book
reviews, paper
presentations, videos,
animations will be
employed .Power point
presentations may be used
for explaining certain
topics.
Problems will be
assigned to test student‟s
analytical ability.
Practical will be
designed in such a way
so as to reinforce the
concepts learnt in theory.
III Students will learn about
different types of infectious
diseases and sexually
transmitted diseases.
Teaching using chalk and
board; Oral discussion
sessions in the class. Power
point presentations may be
used.
Oral questions will be
asked in the class. Class
tests will be conducted
for internal assessment.
IV Students will learn about
non-infectious diseases.
Lifestyle and Inherited and
nutritional deficiency related
diseases.
Oral discussion sessions in
the class. Power point
presentations may be used
for explaining certain
topics.
Oral questions will be
asked in the class. Class
tests will be conducted
for internal assessment.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Overview of Air, water pollution, its sources and effects.
Week 2: Noise Pollution and Light pollution sources and effects.
Week 3: Types and Characteristics of Wastes, Biomedical waste handling and disposal.
Week 4: Nuclear waste handling and disposal, Waste from thermal power plants.
Week 5: Case histories on Bhopal gas tragedy and Chernobyl disaster, their aftermath.
Week 6: Case histories on Seveso disaster and Three Mile Island accident and their
aftermath, Government awareness programs.
Week 7: Social and Economic factors of diseases, roles of health services and other
organizations. Infectious diseases: Hepatitis.
Week 8: Infectious diseases: Dengue, Chikungunia, Zika, Nepa,
Week 9: Infectious diseases: Ebola, Bird flu, Sexually transmitted diseases.
Week 10: Non-infectious diseases: Lifestyle and Inherited (Obesity, Diabetes and
Hypertension).
Week 11: Non-infectious diseases: Genetic diseases (Autism, Down syndrome and
Thalassemia/ Sickle cell anaemia).
138
Week 12: Non-infectious diseases: Nutritional deficiency: Vitamin deficiency, Iron
deficiency and Protein deficiency.
6. Keywords
Pollution, Biomedical waste, Health Hazards, Infectious diseases, Lifestyle diseases,
Nutritional deficiency
139
B.Sc. (HONOURS) BIOLOGICAL SCIENCE (CBCS STRUCTURE)
SKILL ENHANCEMENT ELECTIVE (SEC)
Biochemical Techniques (SEC-6)
SEMESTER – IV
1. Course Objective
The objective of the course is to introduce various biochemical techniques to the students
and to provide them with an understanding of the principle underlying these techniques.
The aim of the course is to empower the students in various laboratory skills which they
will acquire in the form of practical exercises. The knowledge and skill acquired by the
students will enable them to improve their understanding of the techniques which they
can apply for various qualitative and quantitative applications in biological science.
2. Course Learning Outcomes
Students will acquire knowledge about the principles and applications of
spectrophotometric and chromatography techniques.
Students will learn about the principle and application of electrophoresis and
centrifugation techniques.
It will also give them an opportunity to get hands on experience to develop their
laboratory skills expected of any biochemist working in a research lab.
3. Course Contents
3.1THEORY
TOTAL HOURS: 24 CREDITS: 2
Unit I: Spectroscopic Techniques No. of Hours: 4
Electromagnetic radiation, interaction of radiation with biomolecules, principle of UV
visible absorption spectrophotometry, Lambert's Law, Beer's Law, working of a
spectrophotometer.Applications of UV-visible absorption spectrophotometry in
biochemistry.Flourescence spectrophotometry and its applications in biochemistry.
Unit II: Chromatography No. of Hours: 8
Introduction to chromatography. Principle and applications of Paper Chromatography,
Thin Layer Chromatography, Ion Exchange Chromatography, Gel filtration and Affinity
Chromatography. HPLC.
Unit III: Electrophoresis No. of Hours: 8
Principle of electrophoresis, Gel electrophoresis, discontinuous gel electrophoresis,
PAGE, SDS-PAGE, Native and denaturing gels.Buffer systems in
electrophoresis.Agarose gel electrophoresis.Electrophoresis of proteins and nucleic acids,
140
detection and identification.Molecular weight determination, Isoelectric Focusing of
proteins.
Unit IV: Centrifugation No. of Hours: 4
Principle of centrifugation, basic rules of sedimentation, sedimentation
coefficient.Various types of centrifuges, types of rotors. Application of centrifugation,
differential centrifugation, density gradient centrifugation, zonal and isopycnic.
3.2 PRACTICALS
TOTAL HOURS: 48 CREDITS: 2
1. Verification of Beer‟s Law
2. Protein estimation by Biuret/Lowry‟s method
3. Separation of amino acids by Thin layer chromatography (TLC)
4. Separation of sugars/bases using paper chromatography
5. Separation by Ion Exchange/Gel filteration Chromatography
6. To perform agarose gel electrophoresis
7. Isolation of mitochondria and assay of its marker enzyme SDH
3.3 REFERENCES
1. Boyer, R.F., (2012). Biochemistry Laboratory: Modern Theory and Techniques. (6th
ed.) Boston, Mass: Prentice Hall. ISBN-13: 978-0136043027.
2. Plummer D. T. (1998). An Introduction to Practical Biochemistry (3rd ed.). Tata
McGraw Hill Education Pvt. Ltd. (New Delhi). ISBN: 13: 978-0-07-099487-4 /
ISBN: 10: 0-07-099487-0.
3. Wilson K. and Walker J. (2010). Principles and Techniques of Biochemistry and
Molecular Biology (7th
ed.). Cambridge University Press. ISBN 978-0-521-51635-8.
Additional Reading
1. Cooper T. G. (2011). The Tools of Biochemistry (2nd ed.). Wiley-Interscience
Publication (New Delhi). ISBN: 13:9788126530168.
2. Freifelder, D. (1982). Physical Biochemistry: Applications to Biochemistry and
Molecular Biology (2nd
ed.). W.H. Freeman and Company (New York). ISBN: 0-
7167-1315-2 / ISBN:0-716714442.
4. Teaching Learning Process and Assessment Methods
Facilitating the Achievement of Course Learning Outcomes**
Unit
No.
Course Learning
Outcomes
Teaching and Learning
Activity
Assessment Tasks
I Students will learn about the
principle and applications of
Teaching using chalk and
board; Oral discussion
Problems will be
assigned related to
141
spectrophotometry and
flourimetry.
sessions in the class.
Powerpoint
presentations.
Beer‟s Law and
Lambert‟s Law to test
the understanding of
students.
II Students will learn the
principle of various
chromatographic techniques
like gel filteration, ion
exchange and affinity
chromatography.
Teaching using chalk and
board; Oral discussion
sessions in the class.
Powerpoint
presentations.
Practical exercises are
designed whereby the
students get hands on
experience with these
chromatography
techniques.
III Students will learn about
electrophoretic techniques,
their principle and
applications.
Power point
presentations; Teaching
using chalk and board;
Oral discussion sessions
in the class.
Various analytical
problems will be
assigned to students
related to
electrophoretic
separation.
IV Students will learn about the
basic rules of sedimentation,
various types of centrifuges
and rotors.
Teaching using chalk and
board; Power point
presentations; Oral
discussions in the class.
Demonstration with the
help of centrifuges and
rotors to improve their
understanding.
(**Assessment tasks enlisted here are indicative in nature)
5. Teaching Plan
Week 1: Electromagnetic radiation, interaction of radiation with biomolecules, principle
of UV-visible absorption spectrophotometry, Lambert's Law, Beer's Law, working of a
spectrophotometer.
Week 2: Applications of UV-visible absorption spectrophotometry in biochemistry.
Flourescence spectrophotometry and its applications in biochemistry.
Week 3: Introduction to chromatography. Principle and applications of Paper
Chromatography and Thin Layer Chromatography.
Week 4: Principle and applications of Ion Exchange Chromatography.
Week 5: Principle and applications of Gel filtration Chromatography.
Week 6: Principle and applications of affinity Chromatography. HPLC.
Week 7: Principle of electrophoresis, Gel electrophoresis, discontinuous gel
electrophoresis, PAGE, SDS-PAGE.
Week 8: Native and denaturing gels. Agarose gel electrophoresis, buffer systems in
electrophoresis.
Week 9: Electrophoresis of proteins and nucleic acids, detection and identification.
Week 10: Molecular weight determination, Isoelectric Focusing of proteins.
142
Week 11: Principle of centrifugation, basic rules of sedimentation, sedimentation
coefficient. Various types of centrifuges, types of rotors.
Week 12: Application of centrifugation, differential centrifugation, density gradient
centrifugation (zonal and isopycnic).
6. Keywords
Spectrophotometry, Chromatography, SDS-PAGE, Isoelectric focussing, Centrifugation,
Electrophoresis